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ecn152-lecture10

ecn152-lecture10 - Economics152...

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Economics 152:   Economics of Education Professor Scott Carrell Lecture 11:  Teachers - Background
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Motivations • Continuing discussion of inputs • Last few lectures: – Class size – Support personnel – Peers • Next questions:   – What defines a good teacher? – Do better teachers make a difference?
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Overview of today’s lecture • Teacher  salary  and student performance – Salaries historically related to education,  experience – Do teacher education, experience predict student  test scores? (Hanushek, 1986) • But teacher salary   teacher aptitude – Teacher salaries stable, but teacher ability falling – Why?  Insights from Roy Model into who  becomes a teacher (Corcoran, Evans, and Schwab,  2004) • Teacher  aptitude  and student performance
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Teacher Quality  • What is teacher quality? – A major input to education production function – Difficult to measure • What is a “good” teacher? – Conditional on student and school characteristics,  students  learn  “more” relative to other teachers – Potential heterogeneous effects
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Assistant Associate Professor Professor Quality
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Teacher Salary and “Output” • Teacher education, experience, etc.  historically not strongly correlated with  outputs  – One major exception:  experience • However, most studies flawed because  education and experience not randomly  assigned – Could be many sources of bias – Few experiments/quasi-experiments
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The Roy Model:  Assumptions • Assumption 1 :  skill (of potential teachers)  collapsed into one dimension,  s • Assumption 2 :  potential teachers live in one  period (abstracting from education  investments) • Assumption 3 :  potential teachers choose  profession that yields highest lifetime income
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The Roy Model:  Assumptions • Assumption 4 :  two professions with different  returns to skill – Teaching:   – Other: So, if               , then the return to skill is higher in 
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