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| Author: | Harris, D.N. Sass, T.R. |
| Title: | Teacher training, teacher quality and student achievement |
| Journal: | Journal of Public Economics
2011 : AUG, VOL 95:7-8, p. 798-812 |
| Index terms: | students teachers training education quality |
| Language: | eng |
| Abstract: | The effects of various types of education and training on the productivity of teachers in promoting student achievement are studied. Previous results on the subject have been hampered by poor measures of teacher training and difficulties in addressing the non-random teacher selection to students and to training. We address these problems by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and effects fixed by student, teacher, and school. It is found that elementary and middle school teacher productivity increases with experience (informal on-the-job training). The major increase occurs in the first few years, but we find continuing increase beyond the first five years of a teacher's career. In contrast, a consistent relationship between formal professional development training and teacher productivity is not found. However, this may be partly caused by estimation issues as more significant positive effects is found of formal training in the subject-grade combination, probably having the most precise estimates(middle school math). There is no evidence of teachers' pre-service (undergraduate) training or college entrance exam scores relating to productivity. |
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