Shedding light on the link between teachers’ quality and students’ academic achievement
Luis Alejandro Lopez-Agudo () and
Oscar Marcenaro Gutierrez ()
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Luis Alejandro Lopez-Agudo: Universidad de Malaga
Chapter 17 in Investigaciones de Economía de la Educación, 2017, vol. 12, pp 355-372 from Asociación de Economía de la Educación
Providing students with a proper education level is a desirable objective in all societies. This becomes a main priority when analysing low developed countries, as the particular circumstances of these countries make them a particularly complex case study. This research intends to evaluate the potential effect of teachers’ subject knowledge on students’ academic achievement, using data for three Sub-Saharan countries. In order to perform this analysis, we employ a student fixed effects approach, thanks to the heterogeneity presented by teachers’ subject knowledge within-students between-subjects. Our main results have shown that teachers’ subject knowledge does not seem to affect students’ academic achievement in these countries, and many robustness checks have confirmed these results. This lack of effect and the reduced knowledge that teachers of these countries present –specially, in mathematics– may indicate that policy objectives have to be aimed firstly at increasing teachers’ knowledge, so that these teachers can raise the education level of students in the country and, hence, to the extent that education is related to economic growth, slow down the vicious cycle of poverty.
Keywords: students’ academic achievement; teachers’ subject knowledge; student fixed effects; Sub-Saharan African countries (search for similar items in EconPapers)
JEL-codes: I20 I21 C31 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:aec:ieed12:12-17
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