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One size fits all? The effects of teachers' cognitive and social abilities on student achievement
Stockholm University, Faculty of Social Sciences, Department of Economics. Research Institute of Industrial Economics, Sweden.
2016 (English)In: Journal Labor Economics, ISSN 0734-306X, E-ISSN 1537-5307, Vol. 42, 138-150 p.Article in journal (Refereed) Published
Abstract [en]

We document a substantial decline in cognitive and social interactive abilities and in GPAs among entering teachers. Then, using matched student-teacher data, we find that teacher abilities have a negligible impact on average student achievement. This finding hides interesting heterogeneities. In particular, an increase in teachers' cognitive (social) abilities increases (reduces) the achievement gap between high- and low-aptitude students. Teacher cognitive and social abilities further appear to be complements. We also find strong positive effects of male teachers' GPAs that are uniform across students, but similar effects are not found for female teachers' GPAs.

Place, publisher, year, edition, pages
2016. Vol. 42, 138-150 p.
Keyword [en]
Cognitive and social ability, Teacher quality, Student achievement
National Category
Economics and Business
Identifiers
URN: urn:nbn:se:su:diva-137384DOI: 10.1016/j.labeco.2016.08.005ISI: 000390496800010OAI: oai:DiVA.org:su-137384DiVA: diva2:1062297
Available from: 2017-01-05 Created: 2017-01-05 Last updated: 2017-02-07Bibliographically approved

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Vlachos, Jonas
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