Broken Gears: The Value Added of Higher Education on Teachers'Academic Achievement

33 Pages Posted: 20 Apr 2016

See all articles by Carlos Balcázar Salazar

Carlos Balcázar Salazar

World Bank

Hugo Ñopo

Inter-American Development Bank (IDB); IZA Institute of Labor Economics

Date Written: January 1, 2015

Abstract

Good teachers are essential for high-quality educational systems. However, little is known about teachers'skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers'skills vis-a-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language-oriented programs. For native language, there is no evidence of robust differences in relative learning mobility.

Keywords: Education for Development (superceded), Educational Populations, Education For All, Economics of Education, Educational Institutions & Facilities, Effective Schools and Teachers

Suggested Citation

Balcazar Salazar, Carlos and Nopo, Hugo, Broken Gears: The Value Added of Higher Education on Teachers'Academic Achievement (January 1, 2015). World Bank Policy Research Working Paper No. 7168. Available at SSRN: https://ssrn.com/abstract=2552994

Carlos Balcazar Salazar (Contact Author)

World Bank ( email )

1818 H Street NW
Washington, DC 20433
United States

Hugo Nopo

Inter-American Development Bank (IDB) ( email )

1300 New York Avenue NW
Washington, DC 20577
United States

IZA Institute of Labor Economics

P.O. Box 7240
Bonn, D-53072
Germany

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