31 Pages Posted: 12 Mar 2012
Date Written: March 12, 2012
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.
Keywords: economic education, teacher training
JEL Classification: A21, I21
Suggested Citation: Suggested Citation
Valletta, Robert G. and Hoff, Jody and Lopus, Jane S., Lost in Translation? Teacher Training and Outcomes in High School Economics Classes (March 12, 2012). Available at SSRN: https://ssrn.com/abstract=2020745 or http://dx.doi.org/10.2139/ssrn.2020745