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dc.contributor.authorKonstantopoulos, Spyrosen
dc.contributor.authorSun, Minen
dc.date.accessioned2012-01-13-
dc.date.accessioned2012-02-07T10:48:37Z-
dc.date.available2012-02-07T10:48:37Z-
dc.date.issued2011-
dc.identifier.piurn:nbn:de:101:1-201110102264en
dc.identifier.urihttp://hdl.handle.net/10419/55104-
dc.description.abstractWe examined the persistence of teacher effects from grade to grade on lower-performing students using high-quality experimental data from Project STAR, where students and teachers were assigned randomly to classrooms of different sizes. The data included information about mathematics and reading scores and student demographics such as gender, race, and SES. Teacher effects were computed as residual classroom achievement within schools and within grades. Then, teacher effects were used as predictors of achievement in following grades and quantile regression was used to estimate their persistence. Results consistently indicated that all students benefited similarly from teachers. Overall, systematic differential teacher effects were not observed and it appears that lower-performing students benefit as much as other students from teachers. In fourth grade there was some evidence that lower-performing students benefit more from effective teachers. Results from longitudinal analyses suggested that having effective teachers in successive grades is beneficial to all students and to lower-performing students in particular in mathematics. However, having low-effective teachers in successive grades is detrimental to all students and to lower-performing students in particular in reading.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x5974en
dc.subject.jelI20en
dc.subject.ddc330en
dc.subject.keywordteacher effectsen
dc.subject.keywordlow-achieversen
dc.subject.keywordquantile regressionen
dc.subject.stwBildungsniveauen
dc.subject.stwKinderen
dc.subject.stwGeschlechten
dc.subject.stwEthnische Gruppeen
dc.subject.stwPersonalbeurteilungen
dc.subject.stwUSAen
dc.titleIs the persistence of teacher effects in early grades larger for lower-performing students?-
dc.typeWorking Paperen
dc.identifier.ppn68299197Xen
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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