ERIC Number: EJ1156451
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?
Education Economics, v25 n6 p562-574 2017
This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools. Using this random assignment, this paper examines whether students attending schools that have greater autonomy over teacher hiring perform better academically. Analysis of the 1995 TIMSS data finds no evidence that autonomy over teacher hiring decisions has significant impacts on student math and science achievement.
Descriptors: Mathematics Achievement, Science Achievement, Program Implementation, Foreign Countries, Professional Autonomy, School Districts, Achievement Tests, Elementary Secondary Education, International Assessment, Mathematics Tests, Science Tests, Student Characteristics, Assignments, Teacher Selection, Private Schools, Urban Schools, Statistical Analysis, Regression (Statistics)
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: South Korea
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study