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ERIC Number: ED532864
Record Type: Non-Journal
Publication Date: 2009-Nov-29
Pages: 39
Abstractor: As Provided
Reference Count: 26
How Do Teachers Improve? The Relative Importance of Specific and General Human Capital
Ost, Ben
Cornell Higher Education Research Institute
One of the most consistent findings in the literature on teacher quality is that teachers improve with experience, especially in the first several years. This study extends this research by separately identifying the effect of general teaching experience and grade-specific experience. Using within-teacher variation, I find that both general experience and grade-specific experience improve teacher performance. For math scores, the magnitude implies that teachers who always repeat grade assignments improve approximately 35% faster than teachers who never repeat grade assignments. In addition to furthering our understanding of how teachers improve with experience, this paper contributes to a literature on task-specific human capital. Robustness Across Value Added Models are appended. (Contains 11 tables, 5 figures and 26 footnotes.)
Cornell Higher Education Research Institute. ILR-Cornell University 273 Ives Hall, Ithaca, NY 14853. Tel: 607-255-4424; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Cornell Higher Education Research Institute (CHERI)