Lost in translation? teacher training and outcomes in high school economics classes

K. Jody Hoff, Jane S. Lopus and Robert Valletta

No 2012-03, Working Paper Series from Federal Reserve Bank of San Francisco

Abstract: Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random effects and fixed-effects estimation. Students? own and peer GPAs and their attitudes towards economics have the largest effects on value-added scores. We also find a substantial impact of specialized teacher experience and college-level coursework in economics, although the effects of the latter are positive for the multiple choice test and negative for the essay test.

Keywords: Education (search for similar items in EconPapers)
Date: 2012
New Economics Papers: this item is included in nep-edu and nep-lab
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http://www.frbsf.org/publications/economics/papers/2012/wp12-03bk.pdf (application/pdf)

Related works:
Journal Article: LOST IN TRANSLATION? TEACHER TRAINING AND OUTCOMES IN HIGH SCHOOL ECONOMICS CLASSES (2014)
Working Paper: Lost in Translation? Teacher Training and Outcomes in High School Economics Classes (2012)
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