Broken Gears : The Value Added of Higher Education on Teachers' Academic Achievement

Good teachers are essential for high-quality educational systems. However, little is known about teachers' skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs. Teachers' skills vis-a-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language-oriented programs. For native language, there is no evidence of robust differences in relative learning mobility.

Bibliographic Details

Main Authors:	Balcazar, Carlos Felipe, Nopo, Hugo
Language:	English en_US
Published:	World Bank Group, Washington, DC 2015-01
Subjects:	ACADEMIC ABILITY, ACADEMIC ACHIEVEMENT, ACADEMIC OUTCOMES, ACADEMIC PERFORMANCE, ACADEMIC PROGRAMS, ACADEMIC QUALITY, ACADEMIC REPUTATION, ACADEMIC SKILLS, ACADEMIC TRAINING, ADMISSIONS STANDARDS, BASIC COMPETENCIES, CALL, CAREER, CAREER CHOICE, CAREER PATH, CAREERS, CHEMICAL ENGINEERING, COGNITIVE OUTCOMES, COLLEGE DEGREES, COLLEGE EDUCATION, COLLEGE ENTRANCE, COLLEGE PROGRAM, COLLEGE STUDENTS, COLLEGES, COMPETITIVE SALARIES, CRITICAL THINKING, CURRICULA, ECONOMICS OF EDUCATION, EDUCATION DIVISION, EDUCATION LEVEL, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL CHANGE, EDUCATIONAL DEVELOPMENT, EDUCATIONAL OUTCOMES, EDUCATIONAL SYSTEM, EDUCATIONAL SYSTEMS, EMPLOYMENT, FOREIGN LANGUAGES, HIGH SCHOOL, HIGH SCHOOL DIPLOMA, HIGH SCHOOL EDUCATION, HIGH SCHOOL LEVEL, HIGH SCHOOL STUDENTS, HIGHER EDUCATION, HIGHER EDUCATION INSTITUTIONS, HIGHER EDUCATION PROGRAMS, HIGHER EDUCATION STUDENTS, HUMAN RESOURCES, LABOUR MARKET, LEARNING, LITERATURE, MATHEMATICS, MOBILITY, NORMAL SCHOOLS, NUMBER OF TEACHERS, NUTRITION, OPEN ACCESS, PAPERS, PEDAGOGICAL APPROACHES, POLITICAL SCIENCE, PROBLEM SOLVING, PROFICIENCY, PUBLIC SCHOOL, PUBLIC SCHOOL TEACHERS, PUBLIC SCHOOLS, PUBLIC UNIVERSITIES, PUPIL PERFORMANCE, QUALITY OF HIGHER EDUCATION, QUALITY OF TEACHERS, QUALITY TEACHERS, READING, READING SKILLS, REASONING, RESEARCHERS, SCHOOL ADMINISTRATION, SCHOOL CALENDAR, SCHOOL CALENDARS, SCHOOL DAY, SCHOOL EDUCATION, SCHOOL PROGRAMS, SCHOOL TEACHERS, SCHOOL TEACHING, SCHOOL YEARS, SCHOOLING, SCHOOLS, SOCIAL SCIENCES, SPORTS, STANDARDIZED TESTS, STUDENT ACHIEVEMENT, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT TEACHERS, SUBJECTS, TEACHER, TEACHER CHARACTERISTICS, TEACHER CREDENTIALS, TEACHER EDUCATION, TEACHER EDUCATION PROGRAMS, TEACHER PAY, TEACHER PERFORMANCE, TEACHER PREPARATION, TEACHER QUALITY, TEACHER SUPPLY, TEACHERS, TEACHING, TEACHING FORCE, TEACHING PROGRAMS, TEST SCORES, TUITION, TUITION FEES, UNDERACHIEVERS, UNIVERSITIES, UNIVERSITY ADMINISTRATION, UNIVERSITY LEVEL, UNIVERSITY PROGRAMS,
Online Access:	http://documents.worldbank.org/curated/en/2015/01/23839218/broken-gears-value-added-higher-education-teachers-academic-achievement https://hdl.handle.net/10986/21385
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