Teacher Characteristics and Academic Achievement

32 Pages Posted: 23 Mar 2015 Last revised: 3 Sep 2017

See all articles by Moiz Bhai

Moiz Bhai

University of Arkansas at Little Rock

Irina Horoi

University of Illinois at Chicago

Date Written: February 16, 2015

Abstract

Identifying the impact of teacher characteristics on academic achievement is a salient and reoccurring issue in education. We employ a twin by year identification strategy using matched teacher-student data from North Carolina to credibly estimate how teacher characteristics such as experience, certification, and advanced degrees affect achievement in math and reading. By using within-family variation, estimates from our model improve upon on earlier work by accounting for time varying unobservable family shocks to non-schooling inputs. Our findings reveal that teacher experience and NBPTS certification have positive and significant effects on achievement in reading and math, however, we find inconclusive effects for advanced degrees. Notably, we show that teacher experience has the largest effects on student achievement, but our effects are smaller than the standard estimates in the literature. Overall, our estimates provide lower upper bounds for these key teacher characteristics.

Keywords: student achievement, teacher quality, teacher effectiveness, twin study, class quality, math, reading, cognitive skills

JEL Classification: I20, I21, I22, I25

Suggested Citation

Bhai, Moiz and Horoi, Irina, Teacher Characteristics and Academic Achievement (February 16, 2015). Available at SSRN: https://ssrn.com/abstract=2566070 or http://dx.doi.org/10.2139/ssrn.2566070

Moiz Bhai (Contact Author)

University of Arkansas at Little Rock ( email )

Little Rock, AR 72205
United States

Irina Horoi

University of Illinois at Chicago ( email )

1200 W Harrison St
Chicago, IL 60607
United States

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