Teacher Quality and Learning Outcomes in Kindergarten

Arbeitspapier

We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a well-known classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.

Angaben zum Objekt

• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Series: IDB Working Paper Series ; No. IDB-WP-665

Klassifikation und Themen

• Klassifikation: Wirtschaft ; Education and Inequality ; Education and Economic Development
• Thema: Teacher quality ; learning ; test scores

Beteiligte, Orts- und Zeitangaben

• Ereignis: Geistige Schöpfung
• (wer): Araujo, María Caridad ; Carneiro, Pedro M. ; Cruz Aguayo, Yyannú ; Schady, Norbert Rüdiger
• Ereignis: Veröffentlichung
• (wer): Inter-American Development Bank (IDB)
• (wo): Washington, DC
• (wann): 2016

Weitere Informationen

• Handle: http://hdl.handle.net/10419/146459
• Letzte Aktualisierung: 10.03.2025, 11:43 MEZ