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Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools

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Joshua D. Angrist
Victor Lavy

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Abstract

The relationship between teachers' characteristics and their pupils' achievement has been the subject of many studies. Most of this research focuses on the impact of teacher salaries, experience, and measures of teachers' pre-service training such as educational background. The effect of on-the-job or in-service training has received much less attention. In this paper, we estimate the effect of in-service teacher training on children's reading and mathematics achievement in Jerusalem elementary schools. The training was based on pedagogical methods developed in US schools. Our research uses a matched-comparison design which exploits the fact that only a few schools received extra funds for training. Differences-in-differences, regression, and nonparametric matching estimates are reported. The results suggest that the training received by teachers in the non-religious branch of the Jerusalem school system led to an improvement in their pupils' test scores. The estimates for religious schools are not clear cut, but this may be because the training program in religious schools started later and was implemented on a smaller scale. The estimates for non-religious schools suggest that, at least in this case, teacher training provided a less costly means of increasing test scores than reducing class size or adding school hours.

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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 6781.

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Date of creation: Nov 1998
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Handle: RePEc:nbr:nberwo:6781

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Find related papers by JEL classification:
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
I28 - Health, Education, and Welfare - - Education - - - Government Policy

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  1. Joshua D. Angrist & Victor Lavy, 1999. "Using Maimonides' Rule To Estimate The Effect Of Class Size On Scholastic Achievement," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 533-575, May. [Downloadable!] (restricted)
  2. Orley Ashenfelter & David Card, 1984. "Using the Longitudinal Structure of Earnings to Estimate the Effect of Training Programs," NBER Working Papers 1489, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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  3. Ann P. Bartel, 1995. "Training, Wage Growth and Job Performance: Evidence From a Company Database," NBER Working Papers 4027, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
  4. Behrman, Jere R. & Khan, Shahrukh & Ross, David & Sabot, Richard, 1997. "School quality and cognitive achievement production: A case study for rural Pakistan," Economics of Education Review, Elsevier, vol. 16(2), pages 127-142, April. [Downloadable!] (restricted)
  5. Ehrenberg, Ronald G. & Brewer, Dominic J., 1994. "Do school and teacher characteristics matter? Evidence from High School and Beyond," Economics of Education Review, Elsevier, vol. 13(1), pages 1-17, March. [Downloadable!] (restricted)
  6. Bartel, Ann P, 1995. "Training, Wage Growth, and Job Performance: Evidence from a Company Database," Journal of Labor Economics, University of Chicago Press, vol. 13(3), pages 401-25, July. [Downloadable!] (restricted)
  7. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September. [Downloadable!] (restricted)
  8. David Card & Alan Krueger, 1990. "Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States," NBER Working Papers 3358, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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  9. Krueger, Alan & Rouse, Cecilia, 1998. "The Effect of Workplace Education on Earnings, Turnover, and Job Performance," Journal of Labor Economics, University of Chicago Press, vol. 16(1), pages 61-94, January. [Downloadable!] (restricted)
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  3. Brian A. Jacob & Lars Lefgren, 2002. "The Impact of Teacher Training on Student Achievement: Quasi-Experimental Evidence from School Reform Efforts in Chicago," NBER Working Papers 8916, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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  4. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago. [Downloadable!]
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  7. Jaag, Christian, 2006. "A Simple Model of Educational Production," MPRA Paper 338, University Library of Munich, Germany. [Downloadable!]
  8. Douglas Harris & Tim R. Sass, 2006. "The Effects of Teacher Training on Teacher Value Added," Working Papers wp_2006_03_01, Department of Economics, Florida State University. [Downloadable!]
  9. Das, Jishnu & Dercon, Stefan & Habyarimana, James & Krishnan, Pramila, 2005. "Teacher shocks and student learning : evidence from Zambia," Policy Research Working Paper Series 3602, The World Bank. [Downloadable!]
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  11. Stephane, ROBIN & Maresa, SPRIETSMA, 2003. "Characteristics of teaching institutions and studentsÕ performance : new empirical evidence from OECD data," Discussion Papers (IRES - Institut de Recherches Economiques et Sociales) 2003028, Université catholique de Louvain, Institut de Recherches Economiques et Sociales (IRES). [Downloadable!]
  12. Gould, Eric D & Lavy, Victor & Paserman, Marco Daniele, 2003. "Immigrating to Opportunity: Estimating the Effect of School Quality Using a Natural Experiment on Ethiopians in Israel," CEPR Discussion Papers 4052, C.E.P.R. Discussion Papers. [Downloadable!] (restricted)
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  15. Angrist, Joshua & Lavy, Victor, 2001. "New Evidence on Classroom Computers and Pupil Learning," IZA Discussion Papers 362, Institute for the Study of Labor (IZA). [Downloadable!]
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  17. Victor Lavy & Analia Schlosser, 2004. "Targeted Remedial Education for Under-Performing Teenagers: Costs and Benefits," NBER Working Papers 10575, National Bureau of Economic Research, Inc. [Downloadable!] (restricted)
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