One of the most consistent findings in the literature on teacher
quality is that teachers improve with experience, especially in the
first several years. This study extends this research by separately
identifying the benefits of general teaching experience and specific
curriculum familiarity. I find that both specific and general human
capital contribute to teacher improvement and that recent specific
experience is more valuable than distant specific experience. This
paper also contributes to a broader literature on human capital
acquisition, as it is among the first to examine human capital
specificity using a direct measure of productivity.
"How Do Teachers Improve? The Relative Importance of Specific and General Human Capital."
American Economic Journal: Applied Economics,
State and Local Government: Health; Education; Welfare; Public Pensions
Analysis of Education
Human Capital; Skills; Occupational Choice; Labor Productivity
Public Sector Labor Markets