Using DEA for measuring teachers’ performance and the impact on students’ outcomes: evidence for Spain
Daniel Santín () and
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Gabriela Sicilia: Universidad Autónoma de Madrid
Journal of Productivity Analysis, 2018, vol. 49, issue 1, 1-15
Abstract This research contributes to the ongoing debate about differences in teachers’ performance. We introduce a new methodology that combines production frontier and impact evaluation insights that allows using DEA as an identification strategy of a treatment with high and low quality teachers within schools to assess their performance. We use a unique database of primary schools in Spain that, for every school, supplies information on two classrooms at 4th grade where students and teachers were randomly assigned into the two classrooms. We find considerable differences in teachers’ efficiency across schools with significant effects on students’ achievement. In line with previous findings, we find that neither teacher experience nor academic training explains teachers’ efficiency. Conversely, being a female teacher, having worked five or more years in the same school or having smaller class sizes positively affects the performance of teachers.
Keywords: Teachers’ performance; Efficiency; DEA; Causal inference; Primary education (search for similar items in EconPapers)
JEL-codes: I21 C14 (search for similar items in EconPapers)
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