For full text: http://econwpa.wustl.edu:8089/eps/pe/papers/0304/0304002.pdf.
Reports - Research
In order to provide accurate estimates of how much teachers affect the achievement of their students, this study used panel data covering over a decade of elementary student test scores and teacher assignment in two contiguous New Jersey school districts. The test score data, which spanned the years 1989-1990 to 2000-2001, came from nationally standardized basic skills reading and math tests. Data were also collected on students' gender, ethnicity, special education classification, and English as a Second Language enrollment, as well as on school, grade, and teacher identifiers. The study estimated teacher fixed effects while controlling for fixed student characteristics and classroom specific variables. Data analysis indicated that there were large and statistically significant differences among teachers. A one standard deviation increase in teacher quality raised students' reading and math test scores by approximately .20 and .24 standard deviations, respectively, on a nationally standardized scale. In addition, teaching experience had statistically significant positive effects on reading test scores, controlling for fixed teacher quality. (Contains 25 references.) (SM)
1 - Available on microfiche
Harvard Univ., Cambridge, MA. Kennedy School of Government.