Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/58952 
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dc.contributor.authorValletta, Roben
dc.contributor.authorHoff, K. Jodyen
dc.contributor.authorLopus, Jane S.en
dc.date.accessioned2012-05-14-
dc.date.accessioned2012-06-15T07:58:46Z-
dc.date.available2012-06-15T07:58:46Z-
dc.date.issued2012-
dc.identifier.piurn:nbn:de:101:1-201206146879en
dc.identifier.urihttp://hdl.handle.net/10419/58952-
dc.description.abstractUsing data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random effects and fixed-effects estimation. Students' own and peer GPAs and their attitudes towards economics have the largest effects on value-added scores. We also find a substantial impact of specialized teacher experience and college-level coursework in economics, although the effects of the latter are positive for the multiple choice test and negative for the essay test.en
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x6402en
dc.subject.jelA21en
dc.subject.jelI21en
dc.subject.ddc330en
dc.subject.keywordhigh school economicsen
dc.subject.keywordteacher trainingen
dc.subject.stwWirtschaftspädagogiken
dc.subject.stwLehrkräfteen
dc.subject.stwWeiterbildungen
dc.subject.stwWirkungsanalyseen
dc.subject.stwStudierendeen
dc.subject.stwBildungsniveauen
dc.subject.stwSchätzungen
dc.subject.stwKalifornienen
dc.titleLost in translation? Teacher training and outcomes in high school economics classes-
dc.typeWorking Paperen
dc.identifier.ppn715668153en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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