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Long‐run effects of teachers in developing countries

Lee Crawfurd () and Caine Rolleston

Review of Development Economics, 2020, vol. 24, issue 4, 1279-1299

Abstract: How persistent are teacher effects on student outcomes? In this paper we present estimates of teacher effects on long‐run student outcomes from two low‐ and middle‐ income countries. We first estimate teacher value‐added using the Young Lives School Survey data from Ethiopia and Vietnam. We then track students taught by these teachers 2 and 5 years later and use data from the Young Lives Household Surveys to estimate the effects of teacher quality. We find no persistent effect after 2 years, but better mathematics (0.08σ) and reading (0.06σ) test scores after 5 years, from being taught by a 1σ better Grade 5 teacher. We find no persistent effects of good teachers on measures of more “generalized” cognitive ability, aspirations, well‐being, or “grit.”

Date: 2020
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