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)
Jackson, C. Kirabo, and Elias Bruegmann.
"Teaching Students and Teaching Each Other: The Importance of Peer Learning for Teachers."
American Economic Journal: Applied Economics,
Analysis of Education
Human Capital; Skills; Occupational Choice; Labor Productivity
Public Sector Labor Markets