Teachers, Schools, and Academic Achievement

Rivkin, Steven G.; Hanushek, Eric A.; Kain, John F.

doi:10.1111/j.1468-0262.2005.00584.x

Cited by 4,501School Choice and PerformanceEducational Environments and Student OutcomesEarly Childhood Education and Development

Teachers, Schools, and Academic Achievement

Rivkin, Steven G., Hanushek, Eric A., Kain, John F.·2005·Econometrica

DOI 10.1111/j.1468-0262.2005.00584.x

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Abstract

This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within-school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality.

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A tenth of a standard deviation is similar in magnitude to the estimated relation between gender and reading in NAPLAN at age 8-9 and to effects estimated from improving teacher quality by one standard deviation and reducing average grade 3 class sizes by ten.
“To put the size of these relations into perspective, a tenth of a standard deviation is similar in magnitude to the estimated relation between gender and reading in NAPLAN at age 8–9 (reported in Table S5a) and effects estimated from improving teacher quality by one standard deviation and reducing average grade 3 class sizes by ten50.”
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Authors: Rivkin, S. G., Hanushek, E. A., & Kain, J. F.
Affiliations: Hoover Institution (US)
ORCID: Rivkin, Steven G.
Hanushek, Eric A.
Venue: Econometrica
Publisher: The Econometric Society
Published: 2005-03
Volume: 73
Issue: 2
Pages: 417-458
ISSN: 0012-9682 (ISSN-L)
1468-0262
DOI: 10.1111/j.1468-0262.2005.00584.x
OpenAlex: W3121388701
Semantic Scholar: b1097990bc6019e4732204c5a8b5477660609db3
Cited by: 4,501
References: 41
Citations by year: 2026: 86 · 2025: 97 · 2024: 120 · 2023: 198 · 2022: 230 · 2021: 270 · 2020: 283 · 2019: 252 · 2018: 282 · 2017: 262 · 2016: 326 · 2015: 301 · 2014: 265 · 2013: 299 · 2012: 249
FWCI: 587.02
Type: journal article
Language: en
Open access: closed
Licence: doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 3836 d)
Locations: Econometrica (publishedVersion)
RePEc: Research Papers in Economics (submittedVersion)
Topics: Social Sciences › Education › School Choice and Performance
Social Sciences › Education › Educational Environments and Student Outcomes
Social Sciences › Education › Early Childhood Education and Development
Keywords: teacher quality, school quality, academic performance, student selection, omitted variable bias, reading achievement, mathematics achievement, class size, teacher effectiveness

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Teachers, Schools, and Academic Achievement

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