The Effect of Pre-Service Cognitive and Pedagogical Teacher Skills on Student Achievement Gains: Evidence from German Entry Screening Exams

Bernhard Enzi

No 243, ifo Working Paper Series from ifo Institute - Leibniz Institute for Economic Research at the University of Munich

Abstract: Information about teachers’ effectiveness at the hiring stage is particularly scarce despite its importance for personnel decisions. Using the German setting of teacher training, I investigate the relationship of teachers’ pre-service cognitive and pedagogical skills as measured by two state examinations and the high-school GPA on later effectiveness. I apply standard value-added models to rich German student-achievement panel data and find that being in the top quartile in these skill domains is linked with significantly higher teacher effectiveness. Better teacher skills are associated with a more efficient way of classroom management.

JEL-codes: H75 I21 J24 J45 (search for similar items in EconPapers)
Date: 2017
New Economics Papers: this item is included in nep-edu, nep-eur, nep-neu and nep-ure
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