Drivers of Student Performance: Evidence from Higher Secondary Public Schools in Delhi

44 Pages Posted: 1 Aug 2018 Last revised: 18 Aug 2018

See all articles by Deepti Goel

Deepti Goel

School of Arts and Sciences, Azim Premji University

Bidisha Barooah

International Initiative for Impact Evaluation

Abstract

We examine the role of teachers and students in the formation of test scores at the higher secondary level (grade 12) in public schools in Delhi, India. Using the value added approach, we find substantial variation in teacher and student quality within schools: over the period spanning grades 11 and 12, being taught by a one standard deviation better than average teacher raises test scores by 0.373 standard deviation; and being a one standard deviation better than average student raises it by 0.799 standard deviation. Being permanent (tenured) positively predicts teacher effectiveness, while educational qualifications, training, experience and personality traits have no predictive power. Relative to families where only fathers earn, those where both parents earn negatively predict student effectiveness, while religion, caste and parents' education have no predictive power.

Keywords: value added, test scores, teacher quality, student quality, India

JEL Classification: I20, I23

Suggested Citation

Goel, Deepti and Barooah, Bidisha, Drivers of Student Performance: Evidence from Higher Secondary Public Schools in Delhi. IZA Discussion Paper No. 11670, Available at SSRN: https://ssrn.com/abstract=3217487

Deepti Goel (Contact Author)

School of Arts and Sciences, Azim Premji University

Sarjapur
Undergraduate Campus
Bangalore, 562125
India

Bidisha Barooah

International Initiative for Impact Evaluation ( email )

1625 Massachusetts Ave., NW
Suite 450
Washington, DC 20036
United States

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