The DOI matches its Crossref record; 41 of the 41 references it cites were found in a registry or an index.
Teachers, Schools, and Academic Achievement
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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“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.”
From The relation between cesarean birth and child cognitive development (2017) · cites this paper as [50]
Citations
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Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
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How Does Your Kindergarten Classroom Affect Your Earnings? Evidence from Project Star
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Teacher Recruitment and Retention: A Review of the Recent Empirical Literature
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Teachers and Student Achievement in the Chicago Public High Schools
Aaronson, D. M., Barrow, L., & Sander, W. (2006) · Journal of Labor Economics · doi:10.1086/508733 · Cited by 1,294
Metadata
- Authors
- Rivkin, S. G., Hanushek, E. A., & Kain, J. F.
- Affiliations
- Hoover Institution (US)
- Venue
- Econometrica
- Publisher
- The Econometric Society
- Published
- 2005-03
- Volume
- 73
- Issue
- 2
- Pages
- 417-458
- ISSN
- 0012-9682 (ISSN-L)
- 1468-0262
- 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
- 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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