The impact of teacher credentials on student achievement in China
文献类型：SCI/SSCI论文
| 作者 | Chu J. H.; Loyalka, P.; Chu, J.; Qu, Q. H.; Shi, Y. J.; Li, G. R. |
| 发表日期 | 2015 |
| 关键词 | China Teacher credentials Teacher quality Student achievement performance quality schools growth matter |
| 英文摘要 | Teacher quality is an important factor in improving student achievement As such, policymakers have constructed a number of different credentials to identify high quality teachers. Unfortunately, few of the credentials used in developing countries have been validated (in terms of whether teachers holding such credentials actually improve student achievement). In this study, we employ a student-fixed effects model to estimate the impact of teacher credentials on student achievement in the context of the biggest education system in the world: China. We find that having a teacher with the highest rank (a credential based on annual assessments by local administrators) has positive impacts on student achievement relative to having a teacher who has not achieved the highest rank We further find that teacher rank has heterogeneous impacts, benefiting economically poor students more than non-poor students. However, whether a teacher attends college or holds teaching awards does not appear to provide additional information on teacher quality (in terms of improving student achievement). (C) 2015 Elsevier Inc. All rights reserved. |
| 出处 | China Economic Review |
| 卷 | 36 |
| 页 | 14-24 |
| 语种 | 英语 |
| ISSN号 | 1043-951X |
| DOI标识 | 10.1016/j.chieco.2015.08.006 |
| 源URL | [http://ir.igsnrr.ac.cn/handle/311030/43515]  |
| 专题 | 地理科学与资源研究所_历年回溯文献 |
| 推荐引用方式 GB/T 7714 | Chu J. H.,Loyalka, P.,Chu, J.,et al. The impact of teacher credentials on student achievement in China. 2015. |
入库方式： OAI收割
来源：地理科学与资源研究所
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