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Teacher Quality and Learning Outcomes in Kindergarten

Araujo, MC; Carneiro, P; Cruz-Aguayo, Y; Schady, N; (2016) Teacher Quality and Learning Outcomes in Kindergarten. The Quarterly Journal of Economics , 131 (3) pp. 1415-1453. 10.1093/qje/qjw016. Green open access

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Abstract

We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as good as random. We collected data on children at the beginning of the school year and applied 12 tests of math, language, and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A 1 standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.

Type: Article
Title: Teacher Quality and Learning Outcomes in Kindergarten
Open access status: An open access version is available from UCL Discovery
DOI: 10.1093/qje/qjw016
Publisher version: http://dx.doi.org/10.1093/qje/qjw016
Language: English
Additional information: This is a pre-copyedited, author-produced PDF of an article accepted for publication in The Quarterly Journal of Economics following peer review. The version of record, Araujo, MC; Carneiro, P; Cruz-Aguayo, Y; Schady, N; (2016) Teacher Quality and Learning Outcomes in Kindergarten. The Quarterly Journal of Economics, is available online at: http://dx.doi.org/10.1093/qje/qjw016.
Keywords: Teacher quality, learning, test scores
UCL classification: UCL
UCL > Provost and Vice Provost Offices > UCL SLASH
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS
UCL > Provost and Vice Provost Offices > UCL SLASH > Faculty of S&HS > Dept of Economics
URI: https://discovery.ucl.ac.uk/id/eprint/1492806
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