How Much Teachers Know and How Much It Matters in Class

Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers' subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers' subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.

Bibliographic Details

Main Author:	de Ree, Joppe
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2016-02
Subjects:	SKILLS, PRIMARY TEACHER, BETTER TEACHERS, PUBLIC PRIMARY SCHOOLS, UNIVERSITY DEGREE, TEACHER PAY, PERSONALITY, SCHOOL TEACHERS, PRIMARY TEACHERS, TEACHERS, POLITICS, MATHEMATICAL SKILLS, STUDENT LEARNING OUTCOMES, GLOBAL LABOR MARKET, STUDENT ABILITIES, SCHOOLING, JUNIOR SECONDARY SCHOOL, LEARNING LEVELS, GROUPS, EDUCATION POLICY, HIGH SCHOOL, PRIMARY CYCLE, TEACHER TRAINING PROGRAMS, COGNITIVE ACHIEVEMENT, CAREER, SUBJECT-MATTER KNOWLEDGE, PAPERS, TEACHER EVALUATION, EDUCATION QUALITY, TRAINING PROGRAMS, SUBJECT MATTER KNOWLEDGE, PRIMARY CLASSROOMS, JUNIOR SECONDARY TEACHERS, BINDING, TEACHER CREDENTIALS, OPEN ACCESS, SCIENCE COMPONENT, TEACHER UNIONS, LITERACY, KNOWLEDGE, JUNIOR SECONDARY, ABLE STUDENTS, MATHEMATICS, QUALITY OF EDUCATION, TRAINING, TEACHER TRAINING, TEACHER KNOWLEDGE, TESTS, SECONDARY SCHOOLS, PEDAGOGICAL KNOWLEDGE, SCHOLASTIC ACHIEVEMENT, SECONDARY SCHOOL, SHOW HOW, STUDENT OUTCOMES, SCHOOL CURRICULUM, STUDENT ACHIEVEMENT, LEARNING, GRADUATES, EDUCATION SYSTEM, RESEARCH, PRIMARY SCHOOL, TEACHING, TEST SCORES, TESTING, NEWSPAPERS, SUBJECT KNOWLEDGE, TEACHER CHARACTERISTICS, DIPLOMAS, EXPERIENCED TEACHERS, PRIMARY SCHOOLS, READING, SUBJECTS, STUDY, WORKERS, STUDIES, SCIENCE, VALUES, PRIMARY SCHOOL TEACHERS, STUDENT, SCHOOLS, EDUCATION LEVELS, ABILITY OF TEACHERS, OLDER TEACHERS, PRIMARY SCHOOL CYCLE, LEARNING OUTCOMES, MALE TEACHERS, STUDENT PERFORMANCE, MINISTRY OF EDUCATION, ACHIEVEMENT, QUALITY OF INSTRUCTION, SCHOOL GRADUATES, RESEARCHERS, EDUCATION LEVEL, LITERATURE, LANGUAGE TEACHERS, EDUCATION FINANCE, END OF GRADE, CLASS SIZE, GRADE LEVELS, CURRICULUM, TEACHER, JUNIOR SECONDARY SCHOOLS, BETTER SCHOOLS, COGNITIVE SKILLS, COURSE WORK, KNOWLEDGE LEVEL, CHILDREN, LEVEL OF EDUCATION, QUALITY EDUCATION, EDUCATION, SUBJECT MATTER, HUMAN RESOURCES, QUESTIONING, INSTRUCTION, EDUCATIONAL ASSESSMENT, UNIVERSITY, STUDENTS, ACTIVE PARTICIPANTS, SECONDARY TEACHERS, ACHIEVEMENT SCORES, DEGREES, WOMEN, SUBJECT- MATTER KNOWLEDGE, GOALS, CLASSROOM, CLASSROOMS, CIVIL SERVICE, SCHOOL, EDUCATION POLICY MAKING, SECONDARY EDUCATION, STUDENT LEARNING, MATHEMATICS CURRICULUM,
Online Access:	http://documents.worldbank.org/curated/en/2016/02/25861575/much-teachers-know-much-matters-class-analyzing-three-rounds-subject-specific-test-score-data-indonesian-students-teachers https://hdl.handle.net/10986/23731
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