The Centre for Market and Public Organisation Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England
The Centre for Market and Public Organisation Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England Do Teachers Matter? Measuring the Variation in Teacher Effectiveness in England
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市场与公共组织中心 教师重要吗？
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Hm Treasury
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作者：
H. Slater;Neil Davies;Simon Burgess;Hm Treasury
市场和公共组织中心（CMPO）是一个领先的研究中心，结合了经济学，地理学和法律方面的专业知识。我们的目标是研究经济的公共和私营部门之间的交叉点，特别是了解组织和提供公共服务的正确方式。该中心旨在开展研究，促进公共辩论，并为决策提供信息。CMPO，现在是ESRC研究中心，成立于1998年，由Leverhulme Trust提供两笔大额赠款。2004年，我们被授予ESRC研究中心地位，CMPO现在结合了ESRC和信托基金的核心资金。摘要使用英国独特的主要数据集，我们估计个别教师对学生成绩的影响，以及教师质量的变化。这将7000多名学生与教他们的个别教师联系起来，在16岁时参加高风险考试的每个必修科目中。我们使用时间点固定效应和先前的成绩来控制学生的异质性。我们发现教师的有效性存在相当大的差异，略高于美国少数研究中的估计值。我们还证实了最近的研究结果，观察到的教师的特点解释很少的差异估计的有效性。
The Centre for Market and Public Organisation (CMPO) is a leading research centre, combining expertise in economics, geography and law. Our objective is to study the intersection between the public and private sectors of the economy, and in particular to understand the right way to organise and deliver public services. The Centre aims to develop research, contribute to the public debate and inform policy-making. CMPO, now an ESRC Research Centre was established in 1998 with two large grants from The Leverhulme Trust. In 2004 we were awarded ESRC Research Centre status, and CMPO now combines core funding from both the ESRC and the Trust. Abstract Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links over 7000 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high-stakes exams at age 16. We use point-in-time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers' characteristics explain very little of the differences in estimated effectiveness.