| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w6691 |
| 来源ID | Working Paper 6691 |
| Teachers, Schools, and Academic Achievement | |
| Eric A. Hanushek; John F. Kain; Steven G. Rivkin | |
| 发表日期 | 1998-08-01 |
| 出版年 | 1998 |
| 语种 | 英语 |
| 摘要 | Considerable controversy surrounds the impact of schools and teachers on the achievement of students. This paper disentangles the separate factors influencing achievement with special attention given to the role of teacher differences and other aspects of schools. Unique matched panel data from the Harvard/UTD Texas Schools Project permit distinguishing between total effects and the impact of specific, measured components of teachers and schools. While schools are seen to have powerful effects on achievement differences, these effects appear to derive most importantly from variations in teacher quality. A lower bound suggests that variations in teacher quality account for at least 7« percent of the total variation in student achievement, and there are reasons to believe that the true percentage is considerably larger. The subsequent analysis estimates educational production functions based on models of achievement growth with individual fixed effects. It identifies a few systematic factors a negative impact of initial years of teaching and a positive effect of smaller class sizes for low income children in earlier grades but these effects are very small relative to the effects of overall teacher quality differences. |
| 主题 | Health, Education, and Welfare ; Education ; Public Economics ; Public Goods |
| URL | https://www.nber.org/papers/w6691 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/564200 |
| 推荐引用方式 GB/T 7714 | Eric A. Hanushek,John F. Kain,Steven G. Rivkin. Teachers, Schools, and Academic Achievement. 1998. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w6691.pdf（571KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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