Work

Teacher Quality and Learning Inequality

Year: 2024

Type: article

Abstract: This paper explores the contribution of teachers to student performance in Chile's college admission test (PSU).Our analysis is based on a unique teacher-student matched dataset and decomposition methods.The findings suggest that teachers' performance on the PSU and the characteristics of their educational degrees are significant predictors of students' success.When controlling for students' and predetermined school characteristics, the gapbetween voucher and public schools is reduced.Productivity differences emerge as key factors driving the disparities across school types.The analysis underscores the crucial role of teacher-student interactions in shaping student outcomes.

Source: Estudios De Economia

DOI: 10.4067/s0718-52862024000200539

Authors: Macarena Kutscher, Catalina Morales, Cristina Riquelme, Sergio Urzúa

Institutions: Inter-American Development Bank, St. Mary's College of Maryland, Trinity University, National Bureau of Economic Research, University of Maryland, College Park

Language: English

Topic: School Choice and Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

Funder: Universidad de Chile