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Lost in translation? teacher training and outcomes in high school economics classes
Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teacher enabling random effects and fixed-effects estimation. Students? own and peer GPAs and their attitudes towards economics have the largest effects on value-added scores. We also find a substantial impact of specialized teacher experience and college-level coursework in economics, although the effects of the latter are positive for the multiple choice test and negative for the essay test.
AUTHORS: Hoff, K. Jody; Lopus, Jane S.; Valletta, Robert G.
Does college matter?
A series of essays authored by San Francisco Fed President and CEO John C. Williams, Senior Vice President and Associate Director of Research Mary C. Daly, Research Associate Yifan Cao, and Senior Economic Education Manager Jody Hoff, argue that the answer to the questions 'Does college matter?' is a resounding yes.
AUTHORS: Hoff, K. Jody; Cao, Yifan; Daly, Mary C.; Williams, John C.