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Lost in Translation? Teacher Training and Outcomes in High School Economics ClassesRobert G. VallettaFederal Reserve Bank of San Francisco; Institute for the Study of Labor (IZA) Jody HoffFederal Reserve Bank of San Francisco Jane S. LopusCalifornia State University, East Bay - Department of Economics March 12, 2012 Abstract: Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random effects and fixed-effects estimation. Students’ own and peer GPAs and their attitudes towards economics have the largest effects on value-added scores. We also find a substantial impact of specialized teacher experience and college-level coursework in Economics, although the effects of the latter are positive for the multiple choice test and negative for the essay test.
Number of Pages in PDF File: 31 Keywords: economic education, teacher training JEL Classification: A21, I21 working papers seriesDate posted: March 12, 2012Suggested CitationContact Information
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