Learning Job Skills from Colleagues at Work: Evidence from a Field Experiment Using Teacher Performance Data

• 成果类型: Article
• 署名作者: Papay, John P.; Taylor, Eric S.; Tyler, Johan H.; Laski, Mary E.
• 署名单位: Brown University; Harvard University
• 刊物名称: AMERICAN ECONOMIC JOURNAL-ECONOMIC POLICY
• ISSN/ISSBN: 1945-7731
• DOI: 10.1257/pol.20170709
• 发表日期: 2020
• 页码: 359-388
• 关键词: Regression discontinuity; student-achievement; instruction; incentives; inference; impacts

摘要

We study a program designed to encourage learning from coworkers among school teachers. In an experiment, we document gains in job performance when high- and low-skilled teachers are paired and asked to work together on improving their skills. Pairs are matched on specific skills measured in prior evaluations. Each pair includes a target teacher who scores low in one or more of 19 skills and a partner who scores high in (many of) the target's deficient skills. Student achievement improved 0.12 standard deviations in low-skilled teachers' classrooms. Improvements are likely the result of target teachers learning skills from their partner.