Lost in Translation? Teacher Training and Outcomes in High School Economics Classes

Robert Valletta, K. Jody Hoff () and Jane S. Lopus ()
Additional contact information
K. Jody Hoff: Federal Reserve Bank of San Francisco
Jane S. Lopus: California State University, East Bay

No 6402, IZA Discussion Papers from Institute of Labor Economics (IZA)

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: high school economics; teacher training (search for similar items in EconPapers)
JEL-codes: A21 I21 (search for similar items in EconPapers)
Pages: 32 pages
Date: 2012-03
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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Published - published in: Contemporary Economic Policy, 2014, 32(4)

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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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