Replication data for: Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers

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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: 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:
      I21 Analysis of Education
      J24 Human Capital; Skills; Occupational Choice; Labor Productivity
      J45 Public Sector Labor Markets

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Published Versions

V1 [2019-10-12]

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