How Much Teachers Know and How Much It Matters in Class : Analyzing Three Rounds of Subject-Specific Test Score Data of Indonesian Students and Teachers

How Much Teachers Know and How Much It Matters in Class : Analyzing Three Rounds of Subject-Specific Test Score Data of Indonesian Students and Teachers

Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. F...

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Bibliographic Details
Main Author:	de Ree, Joppe
Format:	Working Paper
Language:	English en_US
Published:	World Bank, Washington, DC 2016
Subjects:	SKILLS PRIMARY TEACHER BETTER TEACHERS PUBLIC PRIMARY SCHOOLS UNIVERSITY DEGREE TEACHER PAY PERSONALITY SCHOOL TEACHERS PRIMARY TEACHERS TEACHERS POLITICS MATHEMATICAL SKILLS STUDENT LEARNING OUTCOMES GLOBAL LABOR MARKET STUDENT ABILITIES SCHOOLING JUNIOR SECONDARY SCHOOL LEARNING LEVELS GROUPS EDUCATION POLICY HIGH SCHOOL PRIMARY CYCLE TEACHER TRAINING PROGRAMS COGNITIVE ACHIEVEMENT CAREER SUBJECT-MATTER KNOWLEDGE PAPERS TEACHER EVALUATION EDUCATION QUALITY TRAINING PROGRAMS SUBJECT MATTER KNOWLEDGE PRIMARY CLASSROOMS JUNIOR SECONDARY TEACHERS BINDING TEACHER CREDENTIALS OPEN ACCESS SCIENCE COMPONENT TEACHER UNIONS LITERACY KNOWLEDGE JUNIOR SECONDARY ABLE STUDENTS MATHEMATICS QUALITY OF EDUCATION TRAINING TEACHER TRAINING TEACHER KNOWLEDGE TESTS SECONDARY SCHOOLS PEDAGOGICAL KNOWLEDGE SCHOLASTIC ACHIEVEMENT SECONDARY SCHOOL SHOW HOW STUDENT OUTCOMES SCHOOL CURRICULUM STUDENT ACHIEVEMENT LEARNING GRADUATES EDUCATION SYSTEM RESEARCH PRIMARY SCHOOL TEACHING TEST SCORES TESTING NEWSPAPERS SUBJECT KNOWLEDGE TEACHER CHARACTERISTICS DIPLOMAS EXPERIENCED TEACHERS PRIMARY SCHOOLS READING SUBJECTS STUDY WORKERS STUDIES SCIENCE VALUES PRIMARY SCHOOL TEACHERS STUDENT SCHOOLS EDUCATION LEVELS ABILITY OF TEACHERS OLDER TEACHERS PRIMARY SCHOOL CYCLE LEARNING OUTCOMES MALE TEACHERS STUDENT PERFORMANCE MINISTRY OF EDUCATION ACHIEVEMENT QUALITY OF INSTRUCTION SCHOOL GRADUATES RESEARCHERS EDUCATION LEVEL LITERATURE LANGUAGE TEACHERS EDUCATION FINANCE END OF GRADE CLASS SIZE GRADE LEVELS CURRICULUM TEACHER JUNIOR SECONDARY SCHOOLS BETTER SCHOOLS COGNITIVE SKILLS COURSE WORK KNOWLEDGE LEVEL CHILDREN LEVEL OF EDUCATION QUALITY EDUCATION EDUCATION SUBJECT MATTER HUMAN RESOURCES QUESTIONING INSTRUCTION EDUCATIONAL ASSESSMENT UNIVERSITY STUDENTS ACTIVE PARTICIPANTS SECONDARY TEACHERS ACHIEVEMENT SCORES DEGREES WOMEN SUBJECT- MATTER KNOWLEDGE GOALS CLASSROOM CLASSROOMS CIVIL SERVICE SCHOOL EDUCATION POLICY MAKING SECONDARY EDUCATION STUDENT LEARNING MATHEMATICS CURRICULUM
Online Access:	http://documents.worldbank.org/curated/en/2016/02/25861575/much-teachers-know-much-matters-class-analyzing-three-rounds-subject-specific-test-score-data-indonesian-students-teachers http://hdl.handle.net/10986/23731

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Summary:	Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers' subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers' subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.

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