Matched panel data estimates of the impact of Teach First on school and departmental performance

Rebecca Allen () and Jay Allnutt ()
Additional contact information
Jay Allnutt: Teach First, London

No 13-11, DoQSS Working Papers from Quantitative Social Science - UCL Social Research Institute, University College London

Abstract: In this paper we evaluate whether the placement of Teach First’s carefully selected, yet inexperienced new teachers into deprived secondary schools in England has altered the educational outcomes of pupils at the age of 16. Our difference-in-difference panel estimation approach matches schools participating early on in the scheme to those within the same region. We find the programme has not been damaging to schools who joined and most likely produced school-wide gains in GCSE results in the order of 5% of a pupil standard deviation or around one grade in one of the pupil’s best eight subjects. We estimate pupil point-in-time fixed effect models to identify core subject departmental gains of over 5% of a subject grade resulting from placing a Teach First participant in a teaching team of six teachers.

Keywords: teacher preparation; school performance; teacher effectiveness (search for similar items in EconPapers)
JEL-codes: C23 I20 I21 (search for similar items in EconPapers)
Date: 2013-09-03
New Economics Papers: this item is included in nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
https://repec.ucl.ac.uk/REPEc/pdf/qsswp1311.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:qss:dqsswp:1311

Access Statistics for this paper

More papers in DoQSS Working Papers from Quantitative Social Science - UCL Social Research Institute, University College London Quantitative Social Science, Social Research Institute, 55-59 Gordon Square, London WC1H 0NU. Contact information at EDIRC.
Bibliographic data for series maintained by Dr Neus Bover Fonts ().