TEACHER QUALIFICATIONS AND STUDENT ACHIEVEMENT: A PANEL DATA ANALYSIS

Recent academic research suggests that teacher quality plays an important role in student achievement; however, empirical research on the efficacy of policies requiring teachers to obtain specific degrees is inconclusive, particularly in elementary education. This paper models a panel data production function with fixed effects using the Early Childhood Longitudinal Study (ECLS-K) to assess the relationship between different undergraduate and graduate majors and elementary student test scores. Specifically, we aim to discern if there is a difference in teacher efficacy within the different education related majors (e.g. early childhood education and elementary education) and between education and non-education related majors.


Issue Date:
Jan 01 2013
Publication Type:
Journal Article
ISSN:
0973-1687
Language:
English
Published in:
Review of Applied Economics, Volume 09, Number 1-2
Page range:
1-20
JEL Codes:
C23; I21




 Record created 2017-10-30, last modified 2017-10-30

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