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Assessing teacher quality in India

Azam, M; Kingdon, GG; (2015) Assessing teacher quality in India. Journal of Development Economics , 117 pp. 74-83. 10.1016/j.jdeveco.2015.07.001. Green open access

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Abstract

Using administrative data from linked private schools from one Indian district that matches 8319 pupils to their subject specific teachers at the senior secondary level, we estimate the importance of individual teachers for student outcomes in the high-stake senior secondary exam (at the end of twelfth-grade) controlling for prior achievement at the secondary level (at the end of tenth-grade). In addition to controlling for prior achievement, we exploit the fact that students took exams in multiple subjects during their senior secondary exam to control for pupil fixed effects. We find a considerable variability in teacher effectiveness over a two year course—a one standard deviation improvement in teacher quality adds 0.366 standard deviation points in students score. Furthermore, consistent with studies in the US, we find that although teacher quality matters, the observed characteristics explain little of the variability in teacher quality.

Type: Article
Title: Assessing teacher quality in India
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jdeveco.2015.07.001
Publisher version: http://doi.org/10.1016/j.jdeveco.2015.07.001
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Teacher value-added,Teacher quality,Student achievement,India
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/10129158
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