Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/312015 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 17576
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
Workers learn on the job from both repetition and peers. Less understood is how specific types of experience and peer characteristics affect on-the-job learning. This likely differs by context (e.g., occupation, tasks, or roles). Absent such knowledge, it is unclear how to optimally assign workers to tasks and peers. We examine on-the-job learning among elementary school teachers. We focus on white teachers' productivity teaching Black students. We examine specific types of experience and specific types of peers that could lead to rapid productivity gains for white teachers: experience teaching Black students and having Black colleagues. Both lead to significant productivity gains over and above those associated with total teaching experience and access to generally productive peers. This is due to learning, as peer effects are persistent and driven by more effective Black peers. These findings offer insights to improving Black students' educational outcomes when facing a disproportionately white teaching force. More generally, they underscore the importance of understanding whether and how nuanced types of experiences and peers enter the production function and drive on-the-job human capital accumulation.
Schlagwörter: 
peer effects
knowledge spillovers
teacher effectiveness
teacher diversity
achievement gaps
education production function
learning-by-doing
human capital
JEL: 
I2
J24
D2
Dokumentart: 
Working Paper

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