Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/314467 
Title (translated): 
Calidad docente y desigualdades de aprendizaje
Year of Publication: 
2024
Citation: 
[Journal:] Estudios de Economía [ISSN:] 0718-5286 [Volume:] 51 [Issue:] 2 [Year:] 2024 [Pages:] 539-578
Publisher: 
Universidad de Chile, Departamento de Economía, Santiago de Chile
Abstract: 
This paper explores the contribution of teachers to student performance in Chile's college admission test (PSU). Our analysis is based on a unique teacher-student matched dataset and decomposition methods. The findings suggest that teachers' performance on the PSU and the characteristics of their educational degrees are significant predictors of students' success. When controlling for students' and predetermined school characteristics, the gapbetween voucher and public schools is reduced. Productivity differences emerge as key factors driving the disparities across school types. The analysis underscores the crucial role of teacher-student interactions in shaping student outcomes.
Subjects: 
Student performance
teacher characteristics
sorting
education inequalities
JEL: 
I2
I24
J24
Creative Commons License: 
cc-by-nc-sa Logo
Document Type: 
Article

Files in This Item:
File
Size





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.