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ERIC Number: ED400237
Record Type: Non-Journal
Publication Date: 1996-Jan-19
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity.
Goldhaber, Dan D.; Brewer, Dominic J.
Data from the National Educational Longitudinal Study of 1988 are used to link students with particular teachers and classes to estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources, particularly teacher qualifications, to be significant in influencing tenth grade mathematics test scores. Teachers who are certified in mathematics, and those with bachelors or masters degrees in math are identified with higher test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in this sample. The results suggest that the omission of unobservables does not cause biased estimates in standard educational production functions. Six statistical tables are included. (Contains 38 references.) (JLS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A