Broken Gears : The Value Added of Higher Education on Teachers' Academic Achievement
Good teachers are essential for high-quality educational systems. However, little is known about teachers' skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high...
| Main Authors: | , |
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| Format: | Publications & Research |
| Language: | English en_US |
| Published: |
World Bank Group, Washington, DC
2015
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2015/01/23839218/broken-gears-value-added-higher-education-teachers-academic-achievement http://hdl.handle.net/10986/21385 |
| Summary: | Good teachers are essential for
high-quality educational systems. However, little is known
about teachers' skills formation during college. By
combining two standardized tests for Colombian students, one
taken at the end of senior year in high school and the other
when students are near graduation from college, this paper
documents the extent to which education majors relatively
improve or deteriorate their skills in quantitative
reasoning, native language, and foreign language, in
comparison to students in other programs. Teachers'
skills vis-a-vis those in other majors deteriorate in
quantitative reasoning and foreign language, although they
deteriorate less for those in math-oriented and foreign
language-oriented programs. For native language, there is no
evidence of robust differences in relative learning mobility. |
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