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Does in-service professional learning for high school economics teachers improve student achievement?

Author

Listed:
  • John Swinton
  • Thomas De Berry
  • Benjamin Scafidi
  • Howard Woodard

Abstract

Education policy analysts and professional educators have called for more and better professional learning opportunities for in-service teachers, and for at least 30 years economists called for more content training for high school economics teachers. Using new data from all Georgia high school economics students, we assess the impact of in-service teacher workshops on the performance of students on a high-stakes end-of-course economics exam. Controlling for student characteristics and teacher fixed effects, we find a positive and significant impact of teacher workshop attendance - once teachers have attended three workshops - on student test scores. Furthermore, the results suggest that in-service workshops for economics teachers offer a cost-effective way to provide content training.

Suggested Citation

  • John Swinton & Thomas De Berry & Benjamin Scafidi & Howard Woodard, 2010. "Does in-service professional learning for high school economics teachers improve student achievement?," Education Economics, Taylor & Francis Journals, vol. 18(4), pages 395-405.
    • Handle: RePEc:taf:edecon:v:18:y:2010:i:4:p:395-405
    DOI: 10.1080/09645290802470434
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    References listed on IDEAS

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    1. Watts, Michael & Bosshardt, William, 1991. "How Instructors Make a Difference: Panel Data Estimates from Principles of Economic Courses," The Review of Economics and Statistics, MIT Press, vol. 73(2), pages 336-340, May.
    2. Brian A. Jacob & Lars Lefgren, 2004. "The Impact of Teacher Training on Student Achievement: Quasi-Experimental Evidence from School Reform Efforts in Chicago," Journal of Human Resources, University of Wisconsin Press, vol. 39(1).
    3. Angrist, Joshua D & Lavy, Victor, 2001. "Does Teacher Training Affect Pupil Learning? Evidence from Matched Comparisons in Jerusalem Public Schools," Journal of Labor Economics, University of Chicago Press, vol. 19(2), pages 343-369, April.
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    Cited by:

    1. Robert G. Valletta & K. Jody Hoff & Jane S. Lopus, 2014. "Lost In Translation? Teacher Training And Outcomes In High School Economics Classes," Contemporary Economic Policy, Western Economic Association International, vol. 32(4), pages 695-709, October.
    2. Emmanuel Baffour Gyau & John Osei-Mensah & George Amonoo & Samuel Akowuah, 2021. "Evaluating the Effectiveness of Teaching Economics at the Senior High School Level," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 5(08), pages 93-103, August.
    3. Stephen Day & Evelyn Nunes & Bruno Sultanum, 2022. "Is It Still an Econ Course? The Effect of a Standardized Personal Finance Test on the Learning of Economics," Working Papers 2201, VCU School of Business, Department of Economics.
    4. Christopher Clark & Benjamin Scafidi & John R. Swinton, 2012. "Does Ap Economics Improve Student Achievement?," The American Economist, Sage Publications, vol. 57(1), pages 1-20, May.
    5. Roger B. Butters & Carlos J. Asarta & Tammie J. Fischer, 2011. "Human Capital in The Classroom: The Role of Teacher Knowledge in Economic Literacy," The American Economist, Sage Publications, vol. 56(2), pages 47-57, November.

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