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dc.contributor.authorMetzler, Johannesen_US
dc.contributor.authorWoessmann, Ludgeren_US
dc.date.accessioned2010-07-08en_US
dc.date.accessioned2010-08-18T11:18:18Z-
dc.date.available2010-08-18T11:18:18Z-
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10419/38928-
dc.description.abstractTeachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade dataset that tested both students and their teachers in two subjects. We circumvent omitted-variable and selection biases using student and teacher fixed effects and observing teachers teaching both subjects in one-classroom-per-grade schools. After measurement-error correction, one standard deviation in subject-specific teacher achievement increases student achievement by about 10 percent of a standard deviation.en_US
dc.language.isoengen_US
dc.publisherCESifo Münchenen_US
dc.relation.ispartofseriesCESifo working paper Economics of Education 3111en_US
dc.subject.jelI20en_US
dc.subject.jelO15en_US
dc.subject.ddc330en_US
dc.subject.keywordteacher knowledgeen_US
dc.subject.keywordstudent achievementen_US
dc.subject.keywordPeruen_US
dc.subject.stwLehrkräfteen_US
dc.subject.stwQualifikationen_US
dc.subject.stwWissenen_US
dc.subject.stwSchüleren_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwSchätzungen_US
dc.subject.stwPeruen_US
dc.titleThe impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variationen_US
dc.typeWorking Paperen_US
dc.identifier.ppn630874581en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:CESifo Working Papers, CESifo Group Munich

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