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Exploring the Impact of Student Teaching Apprenticeships on Student Achievement and Mentor Teachers

机译：探索学生教学学徒对学生成就和导师教师的影响

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摘要

We exploit within-teacher variation in the years that math and reading teachers in grades 4-8 host an apprentice ("student teacher") in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher's classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases.
机译：我们在历史数学和阅读教师举办了4-8级的历史学徒（“学生教师”）在华盛顿州的学徒（“学生教师”）估计了学徒期间的学生成就的因果效果，以及之后的数年。 虽然在学徒期间托管学生绩效的平均因果效果，但在数学和阅读中都无法区分，但托管学生老师对教师教室中的学生数学和阅读成就具有适度的积极影响 在持续的几年里。 这些调查结果表明，学校和地区可以参加学生教学过程，而不必担心学生考试成绩的短期减少，同时可能获得适度的长期测试得分增加。

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