Working Paper: NBER ID: w8916
Authors: Brian A. Jacob; Lars Lefgren
Abstract: While there is a substantial literature on the relationship between general teacher characteristics and student learning, school districts and states often rely on in-service teacher training as a part of school reform efforts. Recent school reform efforts in Chicago provide an opportunity to examine in-service training using a quasi-experimental research design. In this paper, we use a regression discontinuity strategy to estimate the effect of teacher training on the math and reading performance of elementary students. We find that marginal increases in-service training have no statistically or academically significant effect on either reading or math achievement, suggesting that modest investments in staff development may not be sufficient to increase the achievement of elementary school children in high poverty schools.
Keywords: No keywords provided
JEL Codes: I21; I28; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Teacher training (A29) | Student achievement (I24) |
| Teacher training intensity (A29) | Student performance in math (C29) |
| Teacher training intensity (A29) | Student performance in reading (I21) |
| Resources allocated for teacher training (A29) | Student achievement (I24) |