Some new evidence on teacher and student competencies |
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| Institution: | 1. Key Laboratory of Biomarker Based Rapid-detection Technology for Food Safety of Henan Province, Food and Bioengineering College, Xuchang University, Xuchang 461000, China;2. Key Laboratory of Biomarker Based Rapid-detection Technology for Food Safety of Henan Province, Food and Bioengineering College, Xuchang University, Xuchang 461000, China;3. State Key Laboratory of Chemo/Biosensing and Chemometrics, College of Chemistry and Chemical Engineering, Hunan University, Changsha 410082, China;1. Loyola Marymount University, Los Angeles, CA, United States;2. University Council for Educational Administration, Los Angeles, CA, United States |
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| Abstract: | This paper reports statistical analysis of the determinants of average student performance on standardized examinations, and also the determinants of the extent to which students fail such examinations. Unlike most other cross-sectional studies of performance among school districts within one state, this study uses the quality of teachers, as measured by standardized test scores, as a determinant of performance. Perhaps the most striking empirical result of the study is the finding that a 1% increase in teacher quality, as measured by standardized test scores, is accompanied by a 5% decline in the rate of failure of students on standardized competency examinations. The corresponding impact on average or mean achievement of teacher quality is. by contrast, quite modest: 0.5%–0.8% per 1% improvement in teacher quality. |
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