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dc.contributor.authorGrönqvist, Eriken_US
dc.contributor.authorVlachos, Jonasen_US
dc.date.accessioned2010-02-22en_US
dc.date.accessioned2011-05-27T09:29:29Z-
dc.date.available2011-05-27T09:29:29Z-
dc.date.issued2008en_US
dc.identifier.urihttp://hdl.handle.net/10419/45742-
dc.description.abstractTeachers are increasingly being drawn from the lower parts of the general ability distribution, but it is not clear how this affects student achievement. We track the position of entering teachers in population-wide cognitive and non-cognitive ability distributions using school grades and draft records from Swedish registers. The impact on student achievement caused by the position of teachers in these ability distributions is estimated using matched student-teacher data. On average, teachers' cognitive and non-cognitive social interactive abilities do not have a positive effect on student performance. Howÿ­ever, social interactive ability turns out to be important for low aptitude students, whilst the reverse holds for cognitive abilities. In fact, while high performing students benefit from high cognitive teachers, being matched to such a teacher can even be detrimental to their lower performing peers. Hence, the lower abilities among teachers may hurt some students, whereas others may even benefit. High cognitive and non-cognitive abilÿ­ities thus need not necessarily translate into teacher quality. Instead, these heteroÿ­geneities highlight the importance of the student-teacher matching process.en_US
dc.language.isoengen_US
dc.publisherInst. for Labour Market Policy Evaluation Uppsalaen_US
dc.relation.ispartofseriesWorking paper // IFAU - Institute for Labour Market Policy Evaluation 2008:25en_US
dc.subject.jelI21en_US
dc.subject.jelH4en_US
dc.subject.jelJ4en_US
dc.subject.ddc330en_US
dc.subject.keywordCognitive and non-cognitive abilityen_US
dc.subject.keywordTeacher qualityen_US
dc.subject.keywordStudent achievementen_US
dc.subject.stwLehrkräfteen_US
dc.subject.stwKognitionen_US
dc.subject.stwSchüleren_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwSchwedenen_US
dc.titleOne size fits all? The effects of teacher cognitive and non-cognitive abilities on student achievementen_US
dc.typeWorking Paperen_US
dc.identifier.ppn587127066en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
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