• Corpus ID: 16786124

SERIES DOES PROFESSOR QUALITY MATTER ? EVIDENCE FROM RANDOM ASSIGNMENT OF STUDENTS TO

@inproceedings{Carrell2008SERIESDP,
  title={SERIES DOES PROFESSOR QUALITY MATTER ? EVIDENCE FROM RANDOM ASSIGNMENT OF STUDENTS TO},
  author={Scott E. Carrell and James E. West},
  year={2008}
}
It is difficult to measure teaching quality at the postsecondary level because students typically "self-select" their coursework and their professors. Despite this, student evaluations of professors are widely used in faculty promotion and tenure decisions. We exploit the random assignment of college students to professors in a large body of required coursework to examine how professor quality affects student achievement. Introductory course professors significantly affect student achievement… 

Tables from this paper

The Evaluation of Teachers ’ Competencies in the Higher Education of East Timor : Students Perspective
Received: 30-11-2016 Accepted: 19-12-2016 Available online: 19-01-2016

References

SHOWING 1-10 OF 47 REFERENCES
How and Why Do Teacher Credentials Matter for Student Achievement?
Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still
Peer Effects in Academic Outcomes: Evidence from a Natural Experiment
  • D. Zimmerman
  • Psychology
    Review of Economics and Statistics
  • 2003
I use data from Williams College to implement a quasi-experimental empirical strategy aimed at measuring peer effects in academic outcomes. In particular, I use data on individual students' grades,
Teacher-Student Matching and the Assessment of Teacher Effectiveness
Administrative data on fifth grade students in North Carolina shows that more highly qualified teachers tend to be matched with more advantaged students, both across schools and in many cases within
The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data
Teacher quality is widely believed to be important for education, despite little evidence that teachers' credentials matter for student achievement. To accurately measure variation in achievement due
Are Teacher-Level Value-Added Estimates Biased ? An Experimental Validation of Non-Experimental Estimates
For more than three decades, analyses of non-experimental data have reported considerable heterogeneity in teacher impacts on student achievement. We use data from a random-assignment experiment in
Teachers, Race, and Student Achievement in a Randomized Experiment
  • T. Dee
  • Political Science
    Review of Economics and Statistics
  • 2004
Recommendations for the aggressive recruitment of minority teachers are based on hypothesized role-model effects for minority students as well as evidence of racial biases among nonminority teachers.
How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement
We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in
The Impact of Teacher Training on Student Achievement: Quasi-Experimental Evidence from School Reform Efforts in Chicago
While there is a substantial literature on the relationship between general teacher characteristics and student learning, school districts and states often rely on in-service teacher training as a
...
1
2
3
4
5
...