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Teacher characteristics and academic achievement

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  • Moiz Bhai
  • Irina Horoi

Abstract

Identifying the impact of teacher characteristics on academic achievement has been a salient and reoccurring topic in education. We employ a twin-by-year identification strategy using matched teacher-student data from North Carolina to credibly estimate the impact of teacher characteristics such as experience, certification, and advanced degrees on academic achievement in math and reading. By using within-family variation the estimates from our model improve upon on earlier work by for time varying unobservable family shocks to non-schooling inputs. Our findings reveal that teacher experience and National Board certification have positive and significant effects on achievement in reading and math; however, we find inconclusive effects for advanced degrees. Notably, we show that teacher experience has the largest effects on student achievement, but our effects are smaller than the standard estimates in the literature. Overall, our estimates provide lower upper bounds for these key teacher characteristics.

Suggested Citation

  • Moiz Bhai & Irina Horoi, 2019. "Teacher characteristics and academic achievement," Applied Economics, Taylor & Francis Journals, vol. 51(44), pages 4781-4799, September.
    • Handle: RePEc:taf:applec:v:51:y:2019:i:44:p:4781-4799
    DOI: 10.1080/00036846.2019.1597963
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    Cited by:

    1. Ji Liu & Faying Qiang & Haihua Kang, 2023. "Distributed leadership, self-efficacy and wellbeing in schools: A study of relations among teachers in Shanghai," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-9, December.

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