Replication data for: Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers
Principal Investigator(s): View help for Principal Investigator(s) C. Kirabo Jackson; Elias Bruegmann
Version: View help for Version V1
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LICENSE.txt | text/plain | 14.6 KB | 10/12/2019 08:19:AM |
Project Citation:
Jackson, C. Kirabo, and Bruegmann, Elias. Replication data for: Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers. Nashville, TN: American Economic Association [publisher], 2009. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113577V1
Project Description
Summary:
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Using longitudinal elementary school teacher and student data, we
document that students have larger test score gains when their teachers
experience improvements in the observable characteristics of their
colleagues. Using within-school and within-teacher variation, we show
that a teacher's students have larger achievement gains in math and
reading when she has more effective colleagues (based on estimated
value-added from an out-of-sample pre-period). Spillovers are strongest
for less experienced teachers and persist over time, and historical
peer quality explains away about 20 percent of the own-teacher effect,
results that suggest peer learning. (JEL I21, J24, J45)
Scope of Project
JEL Classification:
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I21 Analysis of Education
J24 Human Capital; Skills; Occupational Choice; Labor Productivity
J45 Public Sector Labor Markets
I21 Analysis of Education
J24 Human Capital; Skills; Occupational Choice; Labor Productivity
J45 Public Sector Labor Markets
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