| 来源类型 | Working Paper
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| 规范类型 | 报告
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| DOI | 10.3386/w22205
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| 来源ID | Working Paper 22205
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| The 'Pupil' Factory: Specialization and the Production of Human Capital in Schools |
| Roland G. Fryer, Jr
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| 发表日期 | 2016-05-02
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| 出版年 | 2016
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| 语种 | 英语
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| 摘要 | Starting in the 2013-2014 school year, I conducted a randomized field experiment in fifty traditional public elementary schools in Houston, Texas designed to test the potential productivity benefits of teacher specialization in schools. Treatment schools altered their schedules to have teachers specialize in a subset of subjects in which they have demonstrated relative strength (based on value-add measures and principal observations). The average impact of teacher specialization on student achievement is -0.042 standard deviations in math and -0.034 standard deviations in reading, per year. Students enrolled in special education and those with younger teachers demonstrated marked negative results. I argue that the results are consistent with a model in which the benefits of specialization driven by sorting teachers into a subset of subjects based on comparative advantage is outweighed by inefficient pedagogy due to having fewer interactions with each student. Consistent with this, specialized teachers report providing less attention to individual students (relative to non-specialized teachers), though other mechanisms are possible. |
| 主题 | Microeconomics
; Households and Firms
; Health, Education, and Welfare
; Education
; Labor Economics
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| URL | https://www.nber.org/papers/w22205
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| 来源智库 | National Bureau of Economic Research (United States)
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| 引用统计 |
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| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/579879
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推荐引用方式
GB/T 7714 |
Roland G. Fryer, Jr. The 'Pupil' Factory: Specialization and the Production of Human Capital in Schools. 2016.
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文件名：
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w22205.pdf
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格式：
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Adobe PDF
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