Do teachers matter? Measuring the variation in teacher effectiveness in England
H. Slater, N. Davies, and S. Burgess. CMPO Working Paper Series No. 09/212 Centre for Market and Public Organisation, Bristol, (2009)
Abstract
Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links over 7000 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high-stakes exams at age 16. We use point-in-time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated effectiveness.
%0 Book
%1 slater2009
%A Slater, Helen
%A Davies, Neil
%A Burgess, Simon
%B CMPO Working Paper Series No. 09/212
%C Bristol
%D 2009
%I Centre for Market and Public Organisation
%K UK education pdf teachereffectiveness teachers prj-education
%T Do teachers matter? Measuring the variation in teacher effectiveness in England
%U http://www.bristol.ac.uk/cmpo/publications/papers/2009/wp212.pdf
%X Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links over 7000 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high-stakes exams at age 16. We use point-in-time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated effectiveness.
@book{slater2009,
abstract = {Using a unique primary dataset for the UK, we estimate the effect of individual teachers on student outcomes, and the variability in teacher quality. This links over 7000 pupils to the individual teachers who taught them, in each of their compulsory subjects in the high-stakes exams at age 16. We use point-in-time fixed effects and prior attainment to control for pupil heterogeneity. We find considerable variability in teacher effectiveness, a little higher than the estimates found in the few US studies. We also corroborate recent findings that observed teachers’ characteristics explain very little of the differences in estimated effectiveness.},
added-at = {2010-08-10T21:11:30.000+0200},
address = {Bristol},
author = {Slater, Helen and Davies, Neil and Burgess, Simon},
biburl = {https://www.bibsonomy.org/bibtex/2acbbdbe0e80fb6480fd3c94f377e8cf1/nicoj},
interhash = {0aa1cdbc9ca6bf64e19718365724cd37},
intrahash = {acbbdbe0e80fb6480fd3c94f377e8cf1},
keywords = {UK education pdf teachereffectiveness teachers prj-education},
publisher = {Centre for Market and Public Organisation},
series = {CMPO Working Paper Series No. 09/212},
timestamp = {2012-08-06T22:06:35.000+0200},
title = {Do teachers matter? Measuring the variation in teacher effectiveness in England},
url = {http://www.bristol.ac.uk/cmpo/publications/papers/2009/wp212.pdf},
year = 2009
}