Assessing teacher quality in India

• 成果类型: Article
• 署名作者: Azam, Mehtabul; Kingdon, Geeta Gandhi
• 署名单位: Oklahoma State University System; Oklahoma State University - Stillwater; University of London; University College London; UCL Institute of Education
• 刊物名称: JOURNAL OF DEVELOPMENT ECONOMICS
• ISSN/ISSBN: 0304-3878
• DOI: 10.1016/j.jdeveco.2015.07.001
• 发表日期: 2015
• 页码: 74-83
• 关键词: Teacher value-added; teacher quality; Student achievement; INDIA

摘要

Using administrative data from linked private schools from one Indian district that matches 8319 pupils to their subject specific teachers at the senior secondary level, we estimate the importance of individual teachers for student outcomes in the high-stake senior secondary exam (at the end of twelfth-grade) controlling for prior achievement at the secondary level (at the end of tenth-grade). In addition to controlling for prior achievement, we exploit the fact that students took exams in multiple subjects during their senior secondary exam to control for pupil fixed effects. We find a considerable variability in teacher effectiveness over a two year course a one standard deviation improvement in teacher quality adds 0.366 standard deviation points in students score. Furthermore, consistent with studies in the US, we find that although teacher quality matters, the observed characteristics explain little of the variability in teacher quality. (C) 2015 Elsevier B.V. All rights reserved.