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How much teachers know and how much it matters in class : analyzing three rounds of subject-specific test score data of Indonesian students and teachers

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  • De Ree,Joppe Jaitze

Abstract

Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers'subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers'subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.

Suggested Citation

  • De Ree,Joppe Jaitze, 2016. "How much teachers know and how much it matters in class : analyzing three rounds of subject-specific test score data of Indonesian students and teachers," Policy Research Working Paper Series 7556, The World Bank.
  • Handle: RePEc:wbk:wbrwps:7556
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    References listed on IDEAS

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    1. Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja & Tristan Zajonc, 2011. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," American Economic Journal: Applied Economics, American Economic Association, vol. 3(3), pages 29-54, July.
    2. Cassandra M. Guarino & Mark D. Reckase & Jeffrey M. Woolrdige, 2014. "Can Value-Added Measures of Teacher Performance Be Trusted?," Education Finance and Policy, MIT Press, vol. 10(1), pages 117-156, November.
    3. Metzler, Johannes & Woessmann, Ludger, 2012. "The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation," Journal of Development Economics, Elsevier, vol. 99(2), pages 486-496.
    4. Blundell, Richard & Bond, Stephen, 1998. "Initial conditions and moment restrictions in dynamic panel data models," Journal of Econometrics, Elsevier, vol. 87(1), pages 115-143, August.
    5. Mae Chu Chang & Sheldon Shaeffer & Samer Al-Samarrai & Andrew B. Ragatz & Joppe de Ree & Ritchie Stevenson, 2014. "Teacher Reform in Indonesia : The Role of Politics and Evidence in Policy Making," World Bank Publications, The World Bank, number 16355, June.
    6. Thomas S. Dee, 2005. "A Teacher Like Me: Does Race, Ethnicity, or Gender Matter?," American Economic Review, American Economic Association, vol. 95(2), pages 158-165, May.
    7. Hanushek, Eric A. & Piopiunik, Marc & Wiederhold, Simon, 2014. "The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance," Discussion Papers in Economics 22032, University of Munich, Department of Economics.
    8. repec:pri:cepsud:159rothstein is not listed on IDEAS
    9. Ammermüller, Andreas & Dolton, Peter J., 2006. "Pupil-teacher gender interaction effects on scholastic outcomes in England and the USA," ZEW Discussion Papers 06-060, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
    10. Kingdon, Geeta & Teal, Francis, 2010. "Teacher unions, teacher pay and student performance in India: A pupil fixed effects approach," Journal of Development Economics, Elsevier, vol. 91(2), pages 278-288, March.
    11. World Bank, 2013. "Indonesia - Spending More or Spending Better : Improving Education Financing in Indonesia," World Bank Other Operational Studies 13210, The World Bank.
    12. Chu, Jessica Hsiaochieh & Loyalka, Prashant & Chu, James & Qu, Qinghe & Shi, Yaojiang & Li, Guirong, 2015. "The impact of teacher credentials on student achievement in China," China Economic Review, Elsevier, vol. 36(C), pages 14-24.
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    Cited by:

    1. Patrice Ollivaud, 2017. "Improving the allocation and efficiency of public spending in Indonesia," OECD Economics Department Working Papers 1381, OECD Publishing.

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    Keywords

    Educational Institutions&Facilities; Educational Sciences; Effective Schools and Teachers;

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