 Does in-service professional learning for high school economics teachers improve student achievement?John Swinton (), Thomas De Berry, Benjamin Scafidi () and Howard Woodard Education Economics, 2010, vol. 18, issue 4, 395-405 Abstract: Education policy analysts and professional educators have called for more and better professional learning opportunities for in-service teachers, and for at least 30 years economists called for more content training for high school economics teachers. Using new data from all Georgia high school economics students, we assess the impact of in-service teacher workshops on the performance of students on a high-stakes end-of-course economics exam. Controlling for student characteristics and teacher fixed effects, we find a positive and significant impact of teacher workshop attendance - once teachers have attended three workshops - on student test scores. Furthermore, the results suggest that in-service workshops for economics teachers offer a cost-effective way to provide content training. Keywords: in-service teacher training; student achievement (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:18:y:2010:i:4:p:395-405 Ordering information: This journal article can be ordered from DOI: 10.1080/09645290802470434 Access Statistics for this article Education Economics is currently edited by Caren Wareing and Steve Bradley More articles in Education Economics from Taylor & Francis Journals |
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