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

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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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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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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Teachers, Schools, and Academic Achievement

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Claims other papers make about this one

Citations

Cites

Cited by

Related

Metadata

Record

About these checks