ERIC Number: EJ908127
Record Type: Journal
Publication Date: 2010-Dec
Abstractor: As Provided
Reference Count: 21
Does In-Service Professional Learning for High School Economics Teachers Improve Student Achievement?
Swinton, John R.; De Berry, Thomas; Scafidi, Benjamin; Woodard, Howard C.
Education Economics, v18 n4 p395-405 Dec 2010
Education policy analysts and professional educators have called for more and better professional learning opportunities for in-service teachers, and for at least 30 years economists called for more content training for high school economics teachers. Using new data from all Georgia high school economics students, we assess the impact of in-service teacher workshops on the performance of students on a high-stakes end-of-course economics exam. Controlling for student characteristics and teacher fixed effects, we find a positive and significant impact of teacher workshop attendance--once teachers have attended three workshops--on student test scores. Furthermore, the results suggest that in-service workshops for economics teachers offer a cost-effective way to provide content training. (Contains 1 figure, 1 table and 7 notes.)
Descriptors: Economics, Teacher Workshops, Inservice Teacher Education, Professional Development, High Stakes Tests, Achievement Gains, Instructional Effectiveness, Teacher Effectiveness, Secondary School Teachers, High Schools, Models, Academic Records, Data Analysis, Student Improvement
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: Georgia