Teachers and student achievement in the Chicago public high schools

• 成果类型: Article
• 署名作者: Aaronson, Daniel; Barrow, Lisa; Sander, William
• 署名单位: Federal Reserve System - USA; Federal Reserve Bank - Chicago; DePaul University
• 刊物名称: JOURNAL OF LABOR ECONOMICS
• ISSN/ISSBN: 0734-306X
• DOI: 10.1086/508733
• 发表日期: 2007
• 页码: 95-135
• 关键词: impact; RESOURCES; models; matter; RACE

摘要

We estimate the importance of teachers in Chicago public high schools using matched student-teacher administrative data. A one standard deviation, one semester improvement in math teacher quality raises student math scores by 0.13 grade equivalents or, over 1 year, roughly one-fifth of average yearly gains. Estimates are relatively stable over time, reasonably impervious to a variety of conditioning variables, and do not appear to be driven by classroom sorting or selective score reporting. Also, teacher quality is particularly important for lower-ability students. Finally, traditional human capital measures-including those determining compensation-explain little of the variation in estimated quality.