Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers

C. Kirabo Jackson () and Elias Bruegmann

No 15202, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we further show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less-experienced teachers and persist over time, and historical peer quality explains away about twenty percent of the own-teacher effect, results that suggest peer learning.

JEL-codes: I2 J24 (search for similar items in EconPapers)
Date: 2009-08
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Published as C. Kirabo Jackson and Elias Bruegmann “Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers.” American Economic Journal: Applied Economics. 1.4 (2009): 85­108.

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Journal Article: Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers (2009)
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