Teacher Effectiveness and its Determinants in Germany: A Deepened Analysis

德国教师效能及其决定因素：深入分析

• 批准号: 263948726
• 负责人: Professor Dr. Ludger Wößmann
• 金额: --
• 依托单位: ifo Institut - Leibniz-Institut für Wirtschaftsforschung an der Universität München e. V.
• 依托单位国家: 德国
• 项目类别: Infrastructure Priority Programmes
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2017-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/263948726?language=en
• 关键词: Teacher; Effectiveness; its; Determinants; Germany

The state of knowledge in the economics of education on teacher effectiveness could briefly be summarized in two sentences: 1. Teachers play a critical role in the development of their students. 2. The specific teacher characteristics that account for their particular effects on their students' performance remain mostly unclear. Many studies, particularly conducted in the US, show that teacher quality variation is quite substantial and that only few teacher traits such as experience, subject knowledge or the same gender can moderately explain this variation. It is yet unclear whether these studies are externally valid for the German education system as it differs quite considerably in its school system as well as in its teacher training. Examples of its distinctive features are the structured teacher training programs, the early tracking and the limited competition of private and public schools. The National Educational Panel Study (NEPS) makes it possible for the first time to apply econometric methods for Germany that yield credible results about the variation of teacher quality and about the link between teacher traits and student performances.This project consists of three parts. First, we want to build upon the work of the previous funding period and use the data that will become available over the second funding period to strengthen the statistical power of our estimation results, thereby allowing for more robust conclusions on teacher effectiveness and its determinants in Germany. Furthermore, we want to extend our previous study twofold. In the second part, due to the specific emerging structure of the NEPS data, we can extend our previous estimation techniques that relied on two-year achievement gains to methods that will be based on one-year achievement gains. This is particularly interesting from a methodological point of view, as the standard of the literature is based on one-year gains. In addition, the comparison of these two estimation methods is critical for the assessment of our results of the first funding period and the potentially developed policy implications.In the third part, we want to exploit the considerably extended time dimension of the panel data by the end of the second funding period to improve the estimation methods. By then, the NEPS data will allow the cleansing of the variation in student performances of confounding factors. We want to divide this cleansed measure into a classroom and a teacher component, which will allow for a better identification of causal teacher effects on student achievement.In their entity, these three project parts in association with the results from the first funding period will provide critical evidence on the effects of German teachers and their traits on student achievement. Profound policy advice can be made on the basis of these results for current German education policy.

教育经济学关于教师效能的知识状态可以简单地概括为两句话：1。教师在学生的发展中起着至关重要的作用。2.具体的教师特征，解释他们对学生的表现的特殊影响仍然是大多数不清楚。许多研究，特别是在美国进行的研究表明，教师素质的差异是相当大的，只有少数教师的特质，如经验，学科知识或相同的性别可以适度解释这种差异。目前还不清楚这些研究是否对德国教育系统具有外部有效性，因为德国的学校系统和教师培训有很大的不同。其显著特点的例子是结构化的教师培训计划，早期跟踪和私立和公立学校的有限竞争。国家教育小组研究（NEPS）使德国第一次有可能采用经济计量方法，得出关于教师素质变化以及教师特征与学生成绩之间联系的可靠结果。首先，我们希望在前一个资助期工作的基础上，利用第二个资助期将提供的数据来加强我们估计结果的统计能力，从而使德国教师效能及其决定因素的结论更加可靠。此外，我们想把我们以前的研究扩展到两个方面。在第二部分中，由于新出现的NEPS数据的具体结构，我们可以将我们以前的估计技术，依赖于两年的成就收益的方法，将基于一年的成就收益。从方法论的角度来看，这一点特别有趣，因为文献的标准是基于一年的收益。此外，这两种估算方法的比较对于评估我们第一个资助期的结果和潜在的政策影响至关重要。在第三部分中，我们希望在第二个资助期结束时利用面板数据的相当长的时间维度来改进估算方法。到那时，NEPS数据将允许清除混淆因素的学生表现的变化。我们希望将这一干净的措施分为一个教室和教师组成部分，这将允许更好地识别因果教师对学生成绩的影响。在他们的实体，这三个项目部分与第一个资助期的结果将提供关键证据，德国教师及其特质对学生成绩的影响。这些结果可以为德国现行的教育政策提供深刻的政策建议。