Assessing Teacher Quality in India
Assessing Teacher Quality in India
复制标题
评估印度的教师质量
DOI：
10.2139/ssrn.2512933
复制
发表时间：
2014
期刊：
影响因子：
--
通讯作者：
G. Kingdon
中科院分区：
文献类型：
--
作者：
Mehtabul Azam;G. Kingdon
使用行政数据从链接的私立学校从一个印度区，匹配8319名学生，他们的主题具体的教师在高中水平，我们估计个别教师的重要性，学生的成绩在高风险的高中考试（在年底的12年级）控制在中学水平（在年底的10年级）。除了控制以前的成绩，我们利用学生参加考试的事实，在他们的高中考试，以控制学生的固定效应在多个科目。我们发现在两年的课程中，教师的有效性有相当大的差异，教师质量的一个标准差的提高会使学生的分数增加0.366个标准差点。此外，在美国的研究一致，我们发现，虽然教师质量的问题，观察到的特点解释教师质量的变化不大。
Using administrative data from linked private schools from one Indian district that matches 8319 pupils to their subject specific teachers at the senior secondary level, we estimate the importance of individual teachers for student outcomes in the high-stake senior secondary exam (at the end of twelfth-grade) controlling for prior achievement at the secondary level (at the end of tenth-grade). In addition to controlling for prior achievement, we exploit the fact that students took exams in multiple subjects during their senior secondary exam to control for pupil fixed effects. We find a considerable variability in teacher effectiveness over a two year course—a one standard deviation improvement in teacher quality adds 0.366 standard deviation points in students score. Furthermore, consistent with studies in the US, we find that although teacher quality matters, the observed characteristics explain little of the variability in teacher quality.