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The Impact of Teachers Qualification on Students' Achievement: Evidence from Portuguese Schools

Inês Pedroso (), Luis Nunes, Ana Reis () and Maria do Carmo Seabra ()
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Inês Pedroso: Nova School of Business and Economics
Maria do Carmo Seabra: Nova SBE

Chapter 09 in Investigaciones de Economía de la Educación, 2018, vol. 13, pp 179-198 from Asociación de Economía de la Educación

Abstract: An administrative dataset from Portugal was used in order to study the relationship between teacher characteristics and student achievement in Mathematics. In the first step, we use student achievement measured by scores in the 6th grade national exams to estimate teacher value-added, the measure of teacher quality. After having an estimate of the teacher quality, it was important to understand what type of characteristics can explain differences in teacher efficiency, in particular, if teachers differ in terms of quality by having an undergraduate degree obtained in a university versus a polytechnic school. It was found that teachers differ in terms of quality and that it matters for student achievement. However, these differences in quality are mostly explained by unmeasured characteristics. Taken together the observable credentials such as teacher’s experience, GPA and female gender all have positive effects on teacher quality. When considering the type of degree-granting institution the effects on teacher effectiveness are different depending on the field of study.

Keywords: teacher quality; teacher credentials; economics of education; degree-granting institution (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2018
ISBN: 978-84-949813-2-6
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