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dc.contributor.authorMetzler, Johannesen
dc.contributor.authorWoessmann, Ludgeren
dc.date.accessioned2010-07-08-
dc.date.accessioned2010-08-18T11:18:18Z-
dc.date.available2010-08-18T11:18:18Z-
dc.date.issued2010-
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
dc.language.isoengen
dc.publisher|aCenter for Economic Studies and ifo Institute (CESifo) |cMunichen
dc.relation.ispartofseries|aCESifo Working Paper |x3111en
dc.subject.jelI20en
dc.subject.jelO15en
dc.subject.ddc330en
dc.subject.keywordteacher knowledgeen
dc.subject.keywordstudent achievementen
dc.subject.keywordPeruen
dc.subject.stwLehrkräfteen
dc.subject.stwQualifikationen
dc.subject.stwWissenen
dc.subject.stwSchüleren
dc.subject.stwBildungsniveauen
dc.subject.stwSchätzungen
dc.subject.stwPeruen
dc.titleThe impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation-
dc.typeWorking Paperen
dc.identifier.ppn630874581en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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