Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data
Open accessAbstract
We study a program designed to encourage learning from coworkers among school teachers. In an experiment, we document gains in job performance when high- and low-skilled teachers are paired and asked to work together on improving their skills. Pairs are matched on specific skills measured in prior evaluations. Each pair includes a target teacher who scores low in one or more of 19 skills and a partner who scores high in (many of) the target’s deficient skills. Student achievement improved 0.12 standard deviations in low-skilled teachers’ classrooms. Improvements are likely the result of target teachers learning skills from their partner. (JEL I21, J24, J45, M53)
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New evidence documents the potential of pairing highly effective teachers with less effective colleagues on specific areas of instructional improvement.
“For example, new evidence documents the potential of pairing highly effect teachers to work with their less effective colleagues on specific areas of instructional improvement (Papay, Taylor, Tyler & Laski, 2016).”
From Can Principals Promote Teacher Development as Evaluators? A Case Study of Principals’ Views and Experiences (2016) · cites this paper as Papay, Taylor, Tyler & Laski, 2016
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Elstad, E., Lejonberg, E., & Christophersen, K.-A. A. (2019) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.18.4.1 · Cited by 5 · see citing works
Guiding Principals: Middle-Manager Coaching and Human-Capital Reform
Bush-Mecenas, S. C., Marsh, J. A., & Strunk, K. O. (2020) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146812012201004 · Cited by 5 · see citing works
Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach
Benner, G. J., Strycker, L. A., Pennefather, J. T., & Smith, J. L. M. (2022) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/08884064221079813 · Cited by 5 · see citing works
Employee Evaluation and Skill Investments: Evidence from Public School Teachers
Taylor, E. (2022) · National Bureau of Economic Research · doi:10.3386/w30687 · Cited by 5 · see citing works
Self-citationSpillover Effects at School: How Black Teachers affect their White Peers’ Racial Competency
Gershenson, S., Lindsay, C. A., Papageorge, N., Campbell, R., & Rendon, J. H. (2023) · National Bureau of Economic Research · doi:10.3386/w31847 · Cited by 5 · see citing works
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From 2D Thinking to 3D Printing
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Measuring and Summarizing the Multiple Dimensions of Teacher EffectivenessPreprint
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Challenges of Non-English Major Teachers in Teaching Senior High School English Subjects
Cuevas, S. (2024) · Journal of interdisciplinary perspectives · doi:10.69569/jip.2024.0184 · Cited by 3 · see citing works
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Workplace Incentives and Organizational Learning
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New Assessments and Teacher Accountability: Lessons for Teachers’ Practice
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EFA of Pedagogic Competence Instrument to Measure Teacher Performance
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Pengaruh Kepemimpinan dan Beban Kerja Terhadap Kinerja yang di Mediasi oleh Kompensasi
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- Authors
- Papay, J., Taylor, E., Tyler, J., & Laski, M.
- Affiliations
- Brown University (US)
- Harvard University (US)
- National Bureau of Economic Research (US)
- Venue
- American Economic Journal Economic Policy
- Publisher
- National Bureau of Economic Research
- Published
- 2016-02
- Volume
- 12
- Issue
- 1
- Pages
- 359-388
- ISSN
- 1945-7731 (ISSN-L)
- OpenAlex
- W2276452652
- Cited by
- 148
- References
- 46
- Citations by year
- 2026: 5 · 2025: 13 · 2024: 11 · 2023: 23 · 2022: 18 · 2021: 19 · 2020: 17 · 2019: 16 · 2018: 11 · 2017: 6 · 2016: 8 · 2015: 1
- FWCI
- 60.67
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Locations
- American Economic Journal Economic Policy (publishedVersion)
- National Bureau of Economic Research (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- Bill and Melinda Gates Foundation
- Tennessee Department of Education
- Harvard Graduate School of Education
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher performance, peer learning, academic performance, teacher professional development
About these checks
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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