One size fits all? The effects of teachers' cognitive and social abilities on student achievement
Erik Grönqvist and
Jonas Vlachos ()
Labour Economics, 2016, vol. 42, issue C, 138-150
We document a substantial decline in cognitive and social interactive abilities and in GPAs among entering teachers. Then, using matched student-teacher data, we find that teacher abilities have a negligible impact on average student achievement. This finding hides interesting heterogeneities. In particular, an increase in teachers' cognitive (social) abilities increases (reduces) the achievement gap between high- and low-aptitude students. Teacher cognitive and social abilities further appear to be complements. We also find strong positive effects of male teachers' GPAs that are uniform across students, but similar effects are not found for female teachers' GPAs.
Keywords: Cognitive and social ability; Teacher quality; Student achievement (search for similar items in EconPapers)
JEL-codes: I21 H4 J4 (search for similar items in EconPapers)
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