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  1. Teacher labor market equilibrium and student achievement
    Autor*in: Bates, Michael; Dinerstein, Michael; Johnston, Andrew; Sorkin, Isaac
    Erschienen: January 2022
    Verlag:  CESifo, Center for Economic Studies & Ifo Institute, Munich, Germany

    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains... mehr

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    We study whether reallocating existing teachers across schools within a district can increase student achievement, and what policies would help achieve these gains. Using a model of multidimensional value-added, we find meaningful achievement gains from reallocating teachers within a district. Using an estimated equilibrium model of the teacher labor market, we find that achieving most of these gains requires directly affecting teachers' preferences over schools. In contrast, directly affecting principals' selection of teachers can lower student achievement. Our analysis highlights the importance of equilibrium and second-best reasoning in analysing teacher labor market policies.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
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    Weitere Identifier:
    hdl: 10419/252068
    Schriftenreihe: CESifo working paper ; no. 9551 (2022)
    Schlagworte: teachers; public sector labor markets; student achievement
    Umfang: 1 Online-Ressource (circa 106 Seiten), Illustrationen
  2. Time-varying linear transformation models with fixed effects and endogeneity for short panels
    Autor*in: Botosaru, Irene; Muris, Chris; Sokullu, Senay
    Erschienen: [2022]
    Verlag:  Department of Economics, McMaster University, Hamilton, Ontario

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    Schriftenreihe: Department of Economics working paper series / McMaster University, Department of Economics ; 2022, 01
    Schlagworte: Nichtlineare Regression; Fixed-Effects-Modell; Panel; Schätztheorie; Lernmethode; Bildungsniveau; USA; Nonlinear panel model; fixed effects; endogeneity; partial effects; time-varying transformation; student achievement
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  3. Global universal basic skills
    current deficits and implications for world development
    Autor*in: Gust, Sarah; Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: October 2022
    Verlag:  CESifo, Munich, Germany

    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional... mehr

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    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1% of world population and 99.4% of world GDP. We find that at least two-thirds of the world's youth do not reach basic skill levels, ranging from 24% in North America to 89% in South Asia and 94% in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11% of discounted GDP.

     
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    hdl: 10419/267262
    Schriftenreihe: CESifo working papers ; 10029 (2022)
    Schlagworte: Bildungsniveau; Qualifikation; Wirtschaftswachstum; Welt; skills; student achievement; development goals; economic growth
    Umfang: 1 Online-Ressource (circa 76 Seiten), Illustrationen
  4. Global universal basic skills
    current deficits and implications for world development
    Autor*in: Gust, Sarah; Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: October 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional... mehr

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    How far is the world away from ensuring that every child obtains the basic skills needed to be internationally competitive? And what would accomplishing this mean for world development? Based on the micro data of international and regional achievement tests, we map achievement onto a common (PISA) scale. We then estimate the share of children not achieving basic skills for 159 countries that cover 98.1% of world population and 99.4% of world GDP. We find that at least two-thirds of the world's youth do not reach basic skill levels, ranging from 24% in North America to 89% in South Asia and 94% in Sub-Saharan Africa. Our economic analysis suggests that the present value of lost world economic output due to missing the goal of global universal basic skills amounts to over $700 trillion over the remaining century, or 11% of discounted GDP.

     
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    Weitere Identifier:
    hdl: 10419/267385
    Schriftenreihe: Discussion paper series / IZA ; no. 15648
    Schlagworte: Bildungsniveau; Qualifikation; Wirtschaftswachstum; Welt; skills; student achievement; development goals; economic growth
    Umfang: 1 Online-Ressource (circa 76 Seiten), Illustrationen
  5. Global universal basic skills: current deficits and implications for world development
    Autor*in: Gust, Sarah; Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: [2022]
    Verlag:  Stanford Institute for Economic Policy Research (SIEPR), Stanford, CA

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    Schriftenreihe: Working paper / Stanford Institute for Economic Policy Research (SIEPR) ; no. 22, 33 (October, 2022)
    Schlagworte: Bildungsniveau; Qualifikation; Wirtschaftswachstum; Welt; Education and Economic Development; Human Resources; Human Development; Income Distribution; Migration; Empirical Studies of Economic Growth; Aggregate Productivity; Cross-Country Output Convergence; skills; student achievement; development goals; economic growth
    Umfang: 1 Online-Ressource (circa 76 Seiten), Illustrationen
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    Auch erschienen als: NBER working paper series no. 30566
  6. How does testing young children influence educational attainment and well-being?
    Autor*in: Green, Colin; Nyhus, Ole Henning; Salvanes, Kari Vea
    Erschienen: October 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    How much young children should be tested and graded is a highly contentious issue in education policy. Opponents consider it detrimental to child mental health, leading to misaligned incentives in educational policy and having little if any redeeming... mehr

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    How much young children should be tested and graded is a highly contentious issue in education policy. Opponents consider it detrimental to child mental health, leading to misaligned incentives in educational policy and having little if any redeeming impact on educational performance. Others see early testing of children as a necessary instrument for identifying early underachievement and educational targeting while incentivising schools to improve the educational performance of children. In practice, there is large crosscountry variation in testing regimes. We exploit random variation in test-taking in mathematics among early primary school children in Norway, a low testing environment. We examine two forms of testing, complex but low-stakes mathematics tests and relatively easy screening tests aimed at identifying children in need of educational assistance. In general, we demonstrate zero effects of testing exposure on later test score performance but benefits for screening tests on low-performing students. While we demonstrate no negative effects on student welfare, we do find an indication that testing improves aspects of teaching practices and students' perceptions of teacher feedback and engagement.

     
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    Weitere Identifier:
    hdl: 10419/267423
    Schriftenreihe: Discussion paper series / IZA ; no. 15686
    Schlagworte: student assessment; testing; student achievement
    Umfang: 1 Online-Ressource (circa 34 Seiten), Illustrationen
  7. Making the grade
    the effect of teacher grading standards on student outcomes
    Autor*in: Gershenson, Seth; Holt, Stephen B.; Tyner, Adam
    Erschienen: September 2022
    Verlag:  IZA - Institute of Labor Economics, Bonn, Germany

    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards... mehr

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    Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively understudied. Using administrative data that links individual students and teachers in 8th and 9th grade Algebra I classrooms from 2006 to 2016, we examine the effects of teachers' grading standards on student learning and attendance. High teacher grading standards in Algebra I increase student learning both in Algebra I and in subsequent math classes. The effect on student achievement is positive and similar in size across student characteristics and levels of ability, students' relative rank within the classroom, and school context. High teacher grading standards also lead to a modest reduction in student absences.

     
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    hdl: 10419/265777
    Schriftenreihe: Discussion paper series / IZA ; no. 15556
    Schlagworte: teachers; grade inflation; student achievement
    Umfang: 1 Online-Ressource (circa 28 Seiten), Illustrationen
  8. How does testing young children influence educational attainment and well-being?
    Autor*in: Green, Colin; Nyhus, Ole Henning; Salvanes, Kari Vea
    Erschienen: [2022]
    Verlag:  Department of Economics, Norwegian University of Science and Technology, Trondheim, Norway

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    Schriftenreihe: Working paper series / [Department of Economics, Norwegian University of Science and Technology] ; no. 2022, 3
    Schlagworte: student assessment; testing; student achievement
    Umfang: 1 Online-Ressource (circa 33 Seiten), Illustrationen
  9. The effect of universal full-day Kindergarten on student achievement
    Autor*in: Friesen, Jane; Krauth, Brian; Cohn, Ricardo Meilman
    Erschienen: [2022]
    Verlag:  [Simon Fraser University, Department of Economics], [Burnaby]

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    Schriftenreihe: [Discussion papers] / [Simon Fraser University, Department of Economics] ; [dp 22, 01]
    Schlagworte: reading and numeracy skills; Kindergarten; student achievement
    Umfang: 1 Online-Ressource (circa 34 Seiten), Illustrationen
  10. Impact of teacher content knowledge on student achievement in a low-income country
    Autor*in: Holvio, Anna
    Erschienen: March 2022
    Verlag:  United Nations University World Institute for Development Economics Research, Helsinki, Finland

    This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally... mehr

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    This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student's first language, urban or rural location of the school, and the match of students and teachers in their knowledge.

     
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    Medientyp: Ebook
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    ISBN: 9789292671549
    Weitere Identifier:
    hdl: 10419/259379
    Schriftenreihe: WIDER working paper ; 2022, 23
    Schlagworte: teacher content knowledge; student achievement; teacher quality; Mozambique
    Umfang: 1 Online-Ressource (circa 25 Seiten)
  11. The expanding landscape of online education
    who engages and how they fare
    Autor*in: Barrow, Lisa; Morris, Wesley; Sartain, Lauren
    Erschienen: [2022]
    Verlag:  Federal Reserve Bank of Chicago, [Chicago, Illinois]

    Online offerings at traditional brick-and-mortar universities have become common, though some question if online courses can adequately substitute for the in-person college experience. We explore changes in undergraduate online course enrollment at a... mehr

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    Online offerings at traditional brick-and-mortar universities have become common, though some question if online courses can adequately substitute for the in-person college experience. We explore changes in undergraduate online course enrollment at a large, public 4-year system and the impacts of online courses on student outcomes. Online enrollment in courses nearly doubled from 2012 to 2019 when almost 40 percent took at least one class online. Female students and older students were especially likely to take online classes. Using an instrumental variables approach, we find that GPAs are higher in the terms when students take at least one class online. However, we do not find evidence that online course taking results in increased degree completion. While online course offerings offer students flexibility, those who take online courses may need additional advising for online learning to translate into higher rates of graduation.

     
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    hdl: 10419/272813
    Schriftenreihe: [Working paper] / Federal Reserve Bank of Chicago ; WP 2022, 52 (November 2022)
    Schlagworte: higher education; education quality; online education; educational attainment; student achievement
    Umfang: 1 Online-Ressource (circa 53 Seiten), Illustrationen
  12. Does an education major matter for teaching?
    the relationship between teachers' degree and student achievement
    Autor*in: Drouet, Marcelo; Elacqua, Gregory; Marotta, Luana; Rosa, Leonardo
    Erschienen: December 2022
    Verlag:  Inter-American Development Bank, Department of Research and Chief Economist, [Washington, DC]

    It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the relationship between teachers' college major and student... mehr

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    It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the relationship between teachers' college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the country's centralized selection process. Results from all specifications indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers' content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher recruitment does not have negative effects on the quality of the education workforce.

     
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    hdl: 10419/289999
    Schriftenreihe: IDB working paper series ; no IDB-WP-01405
    Schlagworte: Teacher quality; teacher credentials; teacher degree requirements; student achievement
    Umfang: 1 Online-Ressource (circa 21 Seiten)