Over-estimating the effects of teacher attributes on school performance in the Chilean education system

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dc.contributor.authorToledo Roman, Gabriela
dc.contributor.authorPablo Valenzuela, Juan
dc.date.accessioned2025-01-23T21:35:43Z
dc.date.available2025-01-23T21:35:43Z
dc.date.issued2015
dc.description.abstractThis article investigates the biases involved in estimating the effects of teacher attributes on school's performance. The study was performed for Chilean educational system, where student distribution is differentiated by schools and teachers are not randomly assigned to them. Findings showed that teacher attributes which favored learning appeared more frequently alongside higher socioeconomic status students. When correcting the bias, results showed that the effects of teacher attributes have been overestimated for the vast majority of characteristics. Nonetheless, attributes such as teaching experience, being a woman, having short-term specific professional training, and having a greater curriculum coverage continued to have positive impacts on the performance of 4th grade students.
dc.description.funderPIA-CONICYT Basal Funds for Centers of Excellence
dc.fuente.origenWOS
dc.identifier.issn0718-5286
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/101551
dc.identifier.wosidWOS:000356316100005
dc.issue.numero1
dc.language.isoen
dc.pagina.final128
dc.pagina.inicio99
dc.revistaEstudios de economia
dc.rightsacceso restringido
dc.subjectTeacher attributes
dc.subjectsorting
dc.subjectschool segregation
dc.subjectschool performance
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación de calidad
dc.titleOver-estimating the effects of teacher attributes on school performance in the Chilean education system
dc.typeartículo
dc.volumen42
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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