The impact of teacher credentials on student achievement in China

被引:44
作者
Chu, Jessica Hsiaochieh [1 ]
Loyalka, Prashant [1 ,5 ]
Chu, James [1 ]
Qu, Qinghe [2 ]
Shi, Yaojiang [3 ]
Li, Guirong [4 ]
机构
[1] Stanford Univ, Rural Educ Act Program, Stanford, CA 94305 USA
[2] Chinese Acad Sci, Inst Geog Sci & Nat Resources Res, Beijing 100864, Peoples R China
[3] Shaanxi Normal Univ, Ctr Expt Econ Educ, Taiyuan, Peoples R China
[4] Henan Univ, Kaifeng, Henan, Peoples R China
[5] Natl Res Univ Higher Sch Econ, Moscow, Russia
关键词
China; Teacher credentials; Teacher quality; Student achievement; GROWTH; SCHOOL;
D O I
10.1016/j.chieco.2015.08.006
中图分类号
F [经济];
学科分类号
020101 [政治经济学];
摘要
Teacher quality is an important factor in improving student achievement As such, policymakers have constructed a number of different credentials to identify high quality teachers. Unfortunately, few of the credentials used in developing countries have been validated (in terms of whether teachers holding such credentials actually improve student achievement). In this study, we employ a student-fixed effects model to estimate the impact of teacher credentials on student achievement in the context of the biggest education system in the world: China. We find that having a teacher with the highest rank (a credential based on annual assessments by local administrators) has positive impacts on student achievement relative to having a teacher who has not achieved the highest rank We further find that teacher rank has heterogeneous impacts, benefiting economically poor students more than non-poor students. However, whether a teacher attends college or holds teaching awards does not appear to provide additional information on teacher quality (in terms of improving student achievement). (C) 2015 Elsevier Inc. All rights reserved.
引用
收藏
页码:14 / 24
页数:11
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