Why don't schools and teachers seem to matter? : assessing the impact of unobservables on educational productivity
Why don't schools and teachers seem to matter? : assessing the impact of unobservables on educational productivity
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为什么学校和老师似乎不重要？
DOI：
10.2307/146181
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发表时间：
1997
影响因子：
5.2
通讯作者：
D. Brewer
中科院分区：
文献类型：
--
作者：
Dan Goldhaber;D. Brewer
利用1988年国家教育纵向研究的数据，我们估计了可观察和不可观察的学校教育特征对学生成绩的影响，该研究允许学生与特定的教师和班级联系起来。各种模型表明，某些学校资源（特别是教师资格）对十年级数学考试成绩有显著影响。不可观察的学校、教师和班级特征在解释学生成绩方面很重要，但似乎与我们样本中的可观察变量无关。因此，我们的结果表明，在标准教育生产函数中，忽略不可观测值不会导致有偏估计。
Using data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, we estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth-grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard educational production functions.