Crawfurd, L;
Rolleston, C;
(2020)
Long‐run effects of teachers in developing countries.
Review of Development Economics
10.1111/rode.12717.
(In press).
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Abstract
How persistent are teacher effects on student outcomes? In this paper we present estimates of teacher effects on long‐run student outcomes from two low‐ and middle‐ income countries. We first estimate teacher value‐added using the Young Lives School Survey data from Ethiopia and Vietnam. We then track students taught by these teachers 2 and 5 years later and use data from the Young Lives Household Surveys to estimate the effects of teacher quality. We find no persistent effect after 2 years, but better mathematics (0.08σ) and reading (0.06σ) test scores after 5 years, from being taught by a 1σ better Grade 5 teacher. We find no persistent effects of good teachers on measures of more “generalized” cognitive ability, aspirations, well‐being, or “grit.”
| Type: | Article |
|---|---|
| Title: | Long‐run effects of teachers in developing countries |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/rode.12717 |
| Publisher version: | https://doi.org/10.1111/rode.12717 |
| Language: | English |
| Additional information: | Copyright © 2020 The Authors. Review of Development Economics published by John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
| Keywords: | Ethiopia, learning, teachers, value‐added, Vietnam |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10110317 |
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