Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/176863 
Authors: 
Year of Publication: 
2017
Series/Report no.: 
ifo Working Paper No. 243
Publisher: 
ifo Institute - Leibniz Institute for Economic Research at the University of Munich, Munich
Abstract: 
Information about teachers’ effectiveness at the hiring stage is particularly scarce despite its importance for personnel decisions. Using the German setting of teacher training, I investigate the relationship of teachers’ pre-service cognitive and pedagogical skills as measured by two state examinations and the high-school GPA on later effectiveness. I apply standard value-added models to rich German student-achievement panel data and find that being in the top quartile in these skill domains is linked with significantly higher teacher effectiveness. Better teacher skills are associated with a more efficient way of classroom management.
Subjects: 
Teacher
value-added
cognitive skills
student achievement
JEL: 
I21
J24
J45
H75
Document Type: 
Working Paper

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