The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation
Johannes Metzler (jo.metzler@gmail.com) and
Ludger Woessmann
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Johannes Metzler: University of Munich
No 4999, IZA Discussion Papers from Institute of Labor Economics (IZA)
Abstract:
Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade dataset that tested both students and their teachers in two subjects. We circumvent omitted-variable and selection biases using student and teacher fixed effects and observing teachers teaching both subjects in one-classroom-per-grade schools. After measurement-error correction, one standard deviation in subject-specific teacher achievement increases student achievement by about 10 percent of a standard deviation.
Keywords: student achievement; teacher knowledge; Peru (search for similar items in EconPapers)
JEL-codes: I20 O15 (search for similar items in EconPapers)
Pages: 36 pages
Date: 2010-06
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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Citations: View citations in EconPapers (19)
Published - published in: Journal of Development Economics, 2012, 99 (2), 486 - 496
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Journal Article: The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation (2012)
Working Paper: The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation (2012)
Working Paper: The Impact of Teacher Subject Knowledge on Student Achievement: Evidence from Within-Teacher Within-Student Variation (2010)
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