Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/45742 
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dc.contributor.authorGrönqvist, Eriken
dc.contributor.authorVlachos, Jonasen
dc.date.accessioned2010-02-22-
dc.date.accessioned2011-05-27T09:29:29Z-
dc.date.available2011-05-27T09:29:29Z-
dc.date.issued2008-
dc.identifier.urihttp://hdl.handle.net/10419/45742-
dc.description.abstractTeachers are increasingly being drawn from the lower parts of the general ability distribution, but it is not clear how this affects student achievement. We track the position of entering teachers in population-wide cognitive and non-cognitive ability distributions using school grades and draft records from Swedish registers. The impact on student achievement caused by the position of teachers in these ability distributions is estimated using matched student-teacher data. On average, teachers' cognitive and non-cognitive social interactive abilities do not have a positive effect on student performance. Howÿ­ever, social interactive ability turns out to be important for low aptitude students, whilst the reverse holds for cognitive abilities. In fact, while high performing students benefit from high cognitive teachers, being matched to such a teacher can even be detrimental to their lower performing peers. Hence, the lower abilities among teachers may hurt some students, whereas others may even benefit. High cognitive and non-cognitive abilÿ­ities thus need not necessarily translate into teacher quality. Instead, these heteroÿ­geneities highlight the importance of the student-teacher matching process.en
dc.language.isoengen
dc.publisher|aInstitute for Labour Market Policy Evaluation (IFAU) |cUppsalaen
dc.relation.ispartofseries|aWorking Paper |x2008:25en
dc.subject.jelI21en
dc.subject.jelH4en
dc.subject.jelJ4en
dc.subject.ddc330en
dc.subject.keywordCognitive and non-cognitive abilityen
dc.subject.keywordTeacher qualityen
dc.subject.keywordStudent achievementen
dc.subject.stwLehrkräfteen
dc.subject.stwKognitionen
dc.subject.stwSchüleren
dc.subject.stwBildungsniveauen
dc.subject.stwSchwedenen
dc.titleOne size fits all? The effects of teacher cognitive and non-cognitive abilities on student achievement-
dc.typeWorking Paperen
dc.identifier.ppn587127066en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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