LOST IN TRANSLATION? TEACHER TRAINING AND OUTCOMES IN HIGH SCHOOL ECONOMICS CLASSES

Robert Valletta, K. Jody Hoff and Jane S. Lopus

Contemporary Economic Policy, 2014, vol. 32, issue 4, 695-709

Abstract: type="main" xml:lang="en">

Using data from a 2006 survey of California high school economics classes, we assess the effects of teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random-effects and fixed-effects estimation. The results show a substantial impact of specialized teacher experience and college-level coursework in economics. However, the latter is associated with higher scores on the multiple-choice test and lower scores on the essay test, suggesting that a portion of teachers' content knowledge may be “lost in translation” when conveyed to their students. (JEL A21, I21)

Date: 2014
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Working Paper: Lost in translation? teacher training and outcomes in high school economics classes (2012)
Working Paper: Lost in Translation? Teacher Training and Outcomes in High School Economics Classes (2012)
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