Teacher Quality and Dropout Outcomes in a Large, Urban School District. Working Paper 2007-04

Autor/in	Koedel, Cory
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Teacher Quality and Dropout Outcomes in a Large, Urban School District. Working Paper 2007-04
Quelle	(2008), (52 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Urban Schools; Teacher Effectiveness; Grade Point Average; Outcomes of Education; Academic Achievement; Mathematics Teachers; Secondary School Teachers; Graduation Rate; Predictor Variables; Scores; Disadvantaged Schools; Disadvantaged Youth; High School Students; School District Size; School Districts; Models; Dropout Rate; Dropouts; California + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Schulleistung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Prädiktor; Benachteiligter Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School district; School districts; Size; Schuleinzugsbereich; Schulbezirk; Analogiemodell; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Kalifornien
Abstract	Recent research shows that variation in teacher quality has large effects on student performance. However, this research is based entirely on student test scores. Focusing on high-school math teachers, this paper evaluates teacher quality in terms of another educational outcome of great interest--graduation. I use a unique instrumental variables approach to identify teacher effects and find that differences in teacher quality have large effects on graduation outcomes. Because teacher effects on graduation outcomes will be more pronounced for students who are on the graduation margin, the results imply an avenue through which high-quality teachers are more productive with disadvantaged students. Appended are: (1) Non-Teacher Coefficient Estimates from Models for Schools 2, 3 and 4; and (2) Teacher-Effect Estimates from the GPA Analysis. (Contains 2 figures, 15 tables and 27 footnotes.) (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10