کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
5047418 1476265 2015 11 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
The impact of teacher credentials on student achievement in China
ترجمه فارسی عنوان
تأثیر اعتبار معلم بر موفقیت دانش آموزان در چین
کلمات کلیدی
چین، اعتبار معلم کیفیت معلم، دستاورد دانشجویی،
موضوعات مرتبط
علوم انسانی و اجتماعی اقتصاد، اقتصادسنجی و امور مالی اقتصاد و اقتصادسنجی
چکیده انگلیسی


- We examine the impact of teacher credentials on student achievement.
- We use a student-fixed effects model in Chinese primary schools.
- Teacher rank has positive impacts on student achievement.
- Teaching awards or education level have no impact on achievement.

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).

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: China Economic Review - Volume 36, December 2015, Pages 14-24
نویسندگان
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