Lost in Translation? Teacher Training and Outcomes in High School Economics Classes
Robert G. Valletta
Federal Reserve Bank of San Francisco; Institute for the Study of Labor (IZA)
Federal Reserve Bank of San Francisco
Jane S. Lopus
California State University, East Bay - Department of Economics
IZA Discussion Paper No. 6402
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: 32
Keywords: high school economics, teacher training
JEL Classification: A21, I21working papers series
Date posted: March 17, 2012
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