1 option
How Much Teachers Know and How Much It Matters in Class : Analyzing Three Rounds of Subject-Specific Test Score Data of Indonesian Students and Teachers / Joppe De Ree
World Bank Open Knowledge Repository (formerly "World Bank E-Library Publications") Available online
View online- Format:
- Book
- Government document
- Author/Creator:
- De Ree, Joppe.
- Series:
- Policy research working papers.
- World Bank e-Library.
- Language:
- English
- Subjects (All):
- Education.
- Education for All.
- Effective Schools & Teachers.
- Primary Education.
- Secondary Education.
- Subject Matter Knowledge.
- Teachers.
- Tertiary Education.
- Value-Added Modeling.
- Local Subjects:
- Education.
- Education for All.
- Effective Schools & Teachers.
- Primary Education.
- Secondary Education.
- Subject Matter Knowledge.
- Teachers.
- Tertiary Education.
- Value-Added Modeling.
- Physical Description:
- 1 online resource (40 pages)
- Other Title:
- How Much Teachers Know and How Much It Matters in Class
- Place of Publication:
- Washington, D.C. : The World Bank, 2016.
- System Details:
- data file
- Summary:
- Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers' subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers' subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.