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

C. Kirabo Jackson () and Elias Bruegmann

American Economic Journal: Applied Economics, 2009, vol. 1, issue 4, 85-108

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 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 20 percent of the own-teacher effect, results that suggest peer learning. (JEL I21, J24, J45)

JEL-codes: I21 J24 J45 (search for similar items in EconPapers)
Date: 2009
Note: DOI: 10.1257/app.1.4.85
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Citations: View citations in EconPapers (134)

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