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Value added of teachers in high-poverty schools and lower poverty schools

机译：高贫困学校和低贫困学校教师的增加值

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摘要

Using student-level microdata from 2000-2001 to 2004-2005 from Florida and North Carolina, we com pare the effectiveness of teachers in schools serving primarily students from low-income families (>70% free-and-reduced-price-lunch students) with teachers in schools serving more advantaged students. The results show that the average effectiveness of teachers in high poverty schools is in general less than teachers in other schools and there is significantly greater variation in teacher quality among high pov erty schools. These differences are largely driven by less productive teachers at the bottom of the teacher effectiveness distribution in high-poverty schools. The bulk of the quality differential is due to differences in the unmeasured characteristics of teachers. We find that the gain in productivity to more experienced teachers from additional experience is much stronger in lower-poverty schools. The lower return to expe rience in high-poverty schools does not appear to be a result of differences in the quality of teachers who leave teaching or who switch schools, however. Our findings suggest that measures that induce highly effective teachers to move to high-poverty schools and which promote an environment in which teach ers' skills will improve over time are more likely to be successful.
机译：利用佛罗里达和北卡罗来纳州2000-2001年至2004-2005年的学生级微观数据，我们比较了主要服务于低收入家庭学生（> 70％的免费减价午餐学生）中学校教师的效能）与学校中的老师一起为更有优势的学生提供服务。结果表明，高贫困学校教师的平均效率总体上低于其他学校的教师，高贫困学校教师的素质差异也更大。这些差异很大程度上是由高贫困学校教师效率分布最底层的生产力较低的教师所驱动。质量差异的主要原因是教师无法衡量的特征方面的差异。我们发现，在贫困较弱的学校中，通过增加经验，可以使经验更丰富的老师在生产力上的收益要强得多。然而，高贫困学校的经验回报率较低似乎不是由于离开教学或转校的教师素质差异造成的。我们的发现表明，采取措施诱使高效的教师转入贫困院校，并促进教师技能随着时间的推移而改善的环境。

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  • 来源
    《Journal of Urban Economics》 |2012年第3期|p.104-122|共19页
  • 作者

    Tim R. Sass; Jane Hannaway; Zeyu Xu; David N. Figlio; Li Feng;

  • 作者单位

    Department of Economics, Georgia State University, 14 Marietta Street NW, Atlanta, CA, United States;

    American Institutes for Research, 1000 Thomas Jefferson Place, NW, Washington, DC 20007, United States;

    American Institutes for Research, 1000 Thomas Jefferson Place, NW, Washington, DC 20007, United States;

    Institute for Policy Research, Northwestern University, Evanston, IL 60208, United States;

    Department of Finance and Economics, 551 McCoy Hall, Texas State University -San Marcos, San Marcos, TX 78666, United States;

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  • 原文格式 PDF
  • 正文语种 eng
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  • 关键词

    education; student achievement; teacher quality; high-poverty schools;

    机译：教育;学生成绩;教师素质;高贫困学校;

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