Broken gears: the value added of higher education on teachers'academic achievement

Carlos Balcazar and Hugo Ñopo

No 7168, Policy Research Working Paper Series from The World Bank

Abstract: Good teachers are essential for high-quality educational systems. However, little is known about teachers'skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers'skills vis-a-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language-oriented programs. For native language, there is no evidence of robust differences in relative learning mobility.

Keywords: Tertiary Education; Teaching and Learning; Education For All; Primary Education; Secondary Education (search for similar items in EconPapers)
Date: 2015-01-01
New Economics Papers: this item is included in nep-edu and nep-ure
References: Add references at CitEc
Citations:

Downloads: (external link)
http://www-wds.worldbank.org/external/default/WDSC ... ered/PDF/WPS7168.pdf (application/pdf)

Related works:
Working Paper: Broken Gears: The Value Added of Higher Education on Teachers' Academic Achievement (2014)
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:wbk:wbrwps:7168

Access Statistics for this paper

More papers in Policy Research Working Paper Series from The World Bank 1818 H Street, N.W., Washington, DC 20433. Contact information at EDIRC.
Bibliographic data for series maintained by Roula I. Yazigi ().