Do high-school teachers really matter?
By: C. Kirabo Jackson
Contributors: National Bureau of Economic Research
Series: NBER working paper series -- working paper 17722; Working paper series (National Bureau of Economic Research : Online) -- working paper no. 17722.
Publisher: National Bureau of Economic Research
Published: 2012
Place of publication: Cambridge, MA
Language: eng
Format: Electronic resource
Description: "Unlike in elementary schools, high school teacher effects may be confounded with unobserved track-level treatments (such as the AVID program) that are correlated with individual teachers.  I present a strategy that exploits detailed course-taking information to credibly estimate the effects of 9th grade Algebra and English teachers on test scores.  I document substantial bias due to track-specific treatments and I show that traditional tests for the existence of teacher effects are flawed.  After accounting for bias, I find sizable algebra teacher effects and little evidence of English teacher effects.  I find little evidence of teacher spillovers across subjects"--National Bureau of Economic Research web site.
Notes: Title from PDF file as viewed on 2/28/2012.

Includes bibliographical references.

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