Presentation by Tessa Bold, Institute for International Economic Studies (IIES), Stockholm University, Deon Filmer, World Bank
Ezequiel Molina, World Bank, Jakob Svensson, Institute for International Economic Studies (IIES), Stockholm University
Presentation on the KiuFunza Initiative by Youdi Schipper of TwawezaTwaweza
Presentation on the KiuFunza Initiative by Youdi Schipper of Twaweza. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Effective schools challenges & issues in india singh_july2014Young Lives Oxford
The increased focus on what children learn in school rather than only on enrolment and attendance, places school effectiveness under a new spotlight. This presentation focuses on how much we know about the difference schools are making for children and what that implies for school improvement programmes in India in the light of the Right to Education Act.
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
Presentation on the KiuFunza Initiative by Youdi Schipper of TwawezaTwaweza
Presentation on the KiuFunza Initiative by Youdi Schipper of Twaweza. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Karthik Muralidharan on research on achieving universal quality primary educa...Twaweza
A presentation by Prof. Karthik Muralidharan on research on achieving universal quality primary education in India. This was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Effective schools challenges & issues in india singh_july2014Young Lives Oxford
The increased focus on what children learn in school rather than only on enrolment and attendance, places school effectiveness under a new spotlight. This presentation focuses on how much we know about the difference schools are making for children and what that implies for school improvement programmes in India in the light of the Right to Education Act.
TALIS 2013 Results: An International Perspective on Teaching and LearningEduSkills OECD
The OECD Teaching and Learning International Survey (TALIS) aims to provide valid, timely and comparable information to help countries review and define policies for developing a high-quality teaching profession. It is an opportunity for teachers and school leaders to provide input into educational policy analysis and development in key areas. Themes explored include professional development, school leadership, teaching practices, school climate, appraisal and feedback, job satisfaction and teacher profiles.
Promoting Equitable Learning: Changing Teachers and SystemsYoung Lives Oxford
Presentation by Caine Rolleston, Young Lives' Lead Education Researcher, at the 11th Policy Dialogue Forum -
International Task Force on Teachers, in Montego Bay.
for Education 2030
Mr.M.THIRUNAVUKKARASU
Ph.D. Research Scholar
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023.
Email: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Assistant Professor
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023
Email: edutechsenthil@gmail.com
Presentation by Rachel Steinacher, on IPA and RCTsTwaweza
A presentation by Rachel Steinacher, Research Manager for IPA-Kenya (Innovations for Poverty Action), on IPA and RCTsThis was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
The science of teaching science - an exploration of science teaching practice...EduSkills OECD
Jobs in science and maths are expected to grow at an unprecedented rate of 28% between 2014 and 2024, compared to 6.5% growth in all other professions. This rise will be accompanied by the progressive automation of routine and low-skilled jobs. This paper investigates the association between teaching practices and science performance and science-related attitudes amd also examines the influence of school and students’ context on the effectiveness of different teaching practices.
Ponencia del profesor Victor Lavy (Universidad hebrea de Jerusalem): Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behaviour
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
Dr. W.A. Kritsonis, Dissertation Committee for La'Shonte Nechelle Iwunduguestfa49ec
Dr. W.A. Kritsonis, Dissertation Committee for La'Shonte Nechelle Iwundu
Dissertation Title: Impact of Human Resources' Practices on Teacher Retention
Tyrone Tanner, Dissertation Chair. Committee Members: Dr. William Allan Kritsonis, Dr. Douglas Hermond, Dr. Taugamba Kadhi.
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Mr.M.THIRUNAVUKKARASU
Ph.D. Research Scholar
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023.
Email: edutechthiru@gmail.com
Dr. S. SENTHILNATHAN
Assistant Professor
Dept. of Educational Technology
Bharathidasan University
Tiruchirappalli – 620 023
Email: edutechsenthil@gmail.com
Presentation by Rachel Steinacher, on IPA and RCTsTwaweza
A presentation by Rachel Steinacher, Research Manager for IPA-Kenya (Innovations for Poverty Action), on IPA and RCTsThis was presented at the Commission for Science and Technology (COSTECH) in Dar es Salaam, Tanzania, on June 19, 2014, to an audience of researchers.
Accelerating Teacher Quality Improvement Education World Forum (18-21 Janua...EduSkills OECD
Main information sources include - Direct classroom observation, Analysis of students’ test scores, Assessing teachers’ content knowledge, Individual performance interviews, Teachers’ documented self-evaluation / portfolio, Surveys of students and parents, Using / triangulating multiple information sources
The science of teaching science - an exploration of science teaching practice...EduSkills OECD
Jobs in science and maths are expected to grow at an unprecedented rate of 28% between 2014 and 2024, compared to 6.5% growth in all other professions. This rise will be accompanied by the progressive automation of routine and low-skilled jobs. This paper investigates the association between teaching practices and science performance and science-related attitudes amd also examines the influence of school and students’ context on the effectiveness of different teaching practices.
Ponencia del profesor Victor Lavy (Universidad hebrea de Jerusalem): Expanding School Resources and Increasing Time on Task: Effects of a Policy Experiment in Israel on Student Academic Achievement and Behaviour
Implementing Highly Effective Teacher Policy and Practice - 2015 Internation...EduSkills OECD
Presentation by Andreas Schleicher - Director for the Directorate of Education and Skills, OECD.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
Dr. W.A. Kritsonis, Dissertation Committee for La'Shonte Nechelle Iwunduguestfa49ec
Dr. W.A. Kritsonis, Dissertation Committee for La'Shonte Nechelle Iwundu
Dissertation Title: Impact of Human Resources' Practices on Teacher Retention
Tyrone Tanner, Dissertation Chair. Committee Members: Dr. William Allan Kritsonis, Dr. Douglas Hermond, Dr. Taugamba Kadhi.
PhD Program in Educational Leadership, PVAMU, The Texas A&M University System
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Teachers constitutes the most important asset in teaching profession, thus, their readiness and interest towards work is important to the educational development. This study adopted a quantitative research of the survey type to provide a numeric description of portion of the population. The perception of teachers towards work and teaching profession were examined and the findings reveal that, teachers are willing to show more commitment to their work and the teaching profession. The study recommends that stakeholders should give support to teachers towards fulfilling the school objectives.
Active Learning Strategy in Teaching Science to Grade 8 Students: A Lesson StudyPaula Marie Llido
An Action Research specifically lesson study about Teaching the Science topic Typhoon to 3 classes of Grade 8 level students using Active Learning Strategy.
English Language Teacher Knowledge and the Classroom Practicesinventionjournals
This paper previews the research about teacher knowledge and cognition among English Language Teachers and presents a pilot study resting upon the assumption that a gap between teacher professional knowledge and classroom practices exists.10 teachers from a language center volunteered to become the subjects of this study. A sample Teaching Knowledge Test (TKT) part 2, classroom observations, teacher interviews and student feedbackformed the data for this study.
Highlights From Future of Education - mSchool + DreamBox LearningDreamBox Learning
In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
The study investigated statistical analysis of the main, Joint and individual effects of Kolawole’s Problem Solving (KPS) and conventional teaching methods (CM) on the academic performance and retention of senior secondary school students in Mathematics in Ekiti State, Nigeria. The study also sought to find out whether teaching Mathematics with KPS method is gender and location biased. The study adopted quasi-experimental pretest and post-test research design. The population of the study consisted of all senior secondary schools students in Ekiti State Nigeria. A sample of 400 students were randomly selected from 8 local Government Areas of Ekiti State. Intact classes in each school were randomly selected from each of the 8 Local Government Areas putting into consideration gender and locations of the schools. The results of study showed that all this sample students were homogeneous at the commencement of the study. There were main, joint and individual significant teaching effects of the Kolawole’s Problem Solving (KPS) and conventional methods on academic performance, and retention of senior secondary school students in Mathematics. Also, there was no significant difference in the academic performance and retention of students in rural and Urban Areas and also between male and female students. Based on the findings it could be concluded that KPS is an effective method while conventional method improves and contributed positively towards the academic performance and retention of the students but ineffective method of teaching Mathematics’ KPS method is more effective and students retained more knowledge than convectional method (CM). Finally, KPS method of instruction is neither location nor gender biased. Based on the above findings, KPS method should be adopted as an effective method of teaching Mathematics) in Senior Secondary Schools in order to improve teaching, learning, solving and evaluation skills of the Mathematics teachers as well as those of Mathematics students. Furthermore, seminars and workshops should be organized on KPS for the teachers for effective teaching,-learning,-solving, and evaluation of Mathematics.
Presented by Anastasia Luzgina during the conference "Belarus at the crossroads: The complex role of sanctions in the context of totalitarian backsliding" on April 23, 2024.
Presented by Erlend Bollman Bjørtvedt during the conference "Belarus at the crossroads: The complex role of sanctions in the context of totalitarian backsliding" on April 23, 2024.
Presented by Dzimtry Kruk during the conference "Belarus at the crossroads: The complex role of sanctions in the context of totalitarian backsliding" on April 23, 2024.
Presented by Lev Lvovskiy during the conference "Belarus at the crossroads: The complex role of sanctions in the context of totalitarian backsliding" on April 23, 2024.
Presented by Chloé Le Coq, Professor of Economics, University of Paris-Panthéon-Assas, Economics and Law Research Center (CRED), during SITE 2023 Development Day conference.
This year’s SITE Development Day conference will focus on the Russian war on Ukraine. We will discuss the situation in Ukraine and neighbouring countries, how to finance and organize financial support within the EU and within Sweden, and how to deal with the current energy crisis.
This year’s SITE Development Day conference will focus on the Russian war on Ukraine. We will discuss the situation in Ukraine and neighbouring countries, how to finance and organize financial support within the EU and within Sweden, and how to deal with the current energy crisis.
The (Ce)² Workshop is organised as an initiative of the FREE Network by one of its members, the Centre for Economic Analysis (CenEA, Poland) together with the Centre for Microdata Methods and Practice (CeMMAP, UK). This will be the seventh edition of the workshop which will be held in Warsaw on 27-28 June 2022.
The (Ce)2 workshop is organised as an initiative of the FREE Network by one of its members, the Centre for Economic Analysis (CenEA, Poland) together with the Centre for Microdata Methods and Practice (CeMMAP, UK). This will be the seventh edition of the workshop which will be held in Warsaw on 27-28 June 2022.
The (Ce)2 workshop is organised as an initiative of the FREE Network by one of its members, the Centre for Economic Analysis (CenEA, Poland) together with the Centre for Microdata Methods and Practice (CeMMAP, UK). This will be the seventh edition of the workshop which will be held in Warsaw on 27-28 June 2022.
The (Ce)2 workshop is organised as an initiative of the FREE Network by one of its members, the Centre for Economic Analysis (CenEA, Poland) together with the Centre for Microdata Methods and Practice (CeMMAP, UK). This will be the seventh edition of the workshop which will be held in Warsaw on 27-28 June 2022.
What price will pi network be listed on exchangesDOT TECH
The rate at which pi will be listed is practically unknown. But due to speculations surrounding it the predicted rate is tends to be from 30$ — 50$.
So if you are interested in selling your pi network coins at a high rate tho. Or you can't wait till the mainnet launch in 2026. You can easily trade your pi coins with a merchant.
A merchant is someone who buys pi coins from miners and resell them to Investors looking forward to hold massive quantities till mainnet launch.
I will leave the telegram contact of my personal pi vendor to trade with.
@Pi_vendor_247
how to swap pi coins to foreign currency withdrawable.DOT TECH
As of my last update, Pi is still in the testing phase and is not tradable on any exchanges.
However, Pi Network has announced plans to launch its Testnet and Mainnet in the future, which may include listing Pi on exchanges.
The current method for selling pi coins involves exchanging them with a pi vendor who purchases pi coins for investment reasons.
If you want to sell your pi coins, reach out to a pi vendor and sell them to anyone looking to sell pi coins from any country around the globe.
Below is the contact information for my personal pi vendor.
Telegram: @Pi_vendor_247
Turin Startup Ecosystem 2024 - Ricerca sulle Startup e il Sistema dell'Innov...Quotidiano Piemontese
Turin Startup Ecosystem 2024
Una ricerca de il Club degli Investitori, in collaborazione con ToTeM Torino Tech Map e con il supporto della ESCP Business School e di Growth Capital
how to sell pi coins in South Korea profitably.DOT TECH
Yes. You can sell your pi network coins in South Korea or any other country, by finding a verified pi merchant
What is a verified pi merchant?
Since pi network is not launched yet on any exchange, the only way you can sell pi coins is by selling to a verified pi merchant, and this is because pi network is not launched yet on any exchange and no pre-sale or ico offerings Is done on pi.
Since there is no pre-sale, the only way exchanges can get pi is by buying from miners. So a pi merchant facilitates these transactions by acting as a bridge for both transactions.
How can i find a pi vendor/merchant?
Well for those who haven't traded with a pi merchant or who don't already have one. I will leave the telegram id of my personal pi merchant who i trade pi with.
Tele gram: @Pi_vendor_247
#pi #sell #nigeria #pinetwork #picoins #sellpi #Nigerian #tradepi #pinetworkcoins #sellmypi
Seminar: Gender Board Diversity through Ownership NetworksGRAPE
Seminar on gender diversity spillovers through ownership networks at FAME|GRAPE. Presenting novel research. Studies in economics and management using econometrics methods.
when will pi network coin be available on crypto exchange.DOT TECH
There is no set date for when Pi coins will enter the market.
However, the developers are working hard to get them released as soon as possible.
Once they are available, users will be able to exchange other cryptocurrencies for Pi coins on designated exchanges.
But for now the only way to sell your pi coins is through verified pi vendor.
Here is the telegram contact of my personal pi vendor
@Pi_vendor_247
5 Tips for Creating Standard Financial ReportsEasyReports
Well-crafted financial reports serve as vital tools for decision-making and transparency within an organization. By following the undermentioned tips, you can create standardized financial reports that effectively communicate your company's financial health and performance to stakeholders.
The secret way to sell pi coins effortlessly.DOT TECH
Well as we all know pi isn't launched yet. But you can still sell your pi coins effortlessly because some whales in China are interested in holding massive pi coins. And they are willing to pay good money for it. If you are interested in selling I will leave a contact for you. Just telegram this number below. I sold about 3000 pi coins to him and he paid me immediately.
Telegram: @Pi_vendor_247
This presentation poster infographic delves into the multifaceted impacts of globalization through the lens of Nike, a prominent global brand. It explores how globalization has reshaped Nike's supply chain, marketing strategies, and cultural influence worldwide, examining both the benefits and challenges associated with its global expansion.
PPrreesseenntteedd bbyy:: GGrroouupp 66
GGlloobbaalliizzaattiioonn
o f
PP
oo
ll
yy
ee
ss
tt
ee
rr
RR
uu
bb
bb
ee
rr
EE
tt
hh
yy
ll
ee
nn
ee
VV
ii
nn
yy
ll
AA
cc
ee
tt
aa
tt
ee
GG
ee
nn
uu
ii
nn
ee
LL
ee
aa
tt
hh
ee
rr
SS
yy
nn
tt
hh
ee
tt
ii
cc
LL
ee
aa
tt
hh
ee
rr
CC
oo
tt
tt
oo
nn
C
o
u
n
t
r
i
e
s
I
n
v
o
l
v
e
d
Ni
k
e
h
a
s
m
o
r
e
t
h
a
n
7
0
0
s
h
o
p
s
i
n
c
o
n
t
r
a
c
t
w
i
t
h
w
o
r
l
d
w
i
d
e,
w
h
e
r
e
i
n
t
h
e
i
r
offi
c
e
s
a
n
d
i
n
d
e
p
e
n
d
e
n
t
fa
c
t
o
r
y
o
u
t
l
e
t
s
a
r
e
fo
u
n
d
w
i
t
h
i
n
t
h
e
p
r
e
m
i
s
e
s
of
ap
p
r
o
x
i
m
a
t
e
l
y
4
5
c
o
u
n
t
r
i
e
s.
AAuussttrraalliiaa
China
India
IInnddoonneessiiaa
TThhaaiillaanndd
TTuurrkkeeyy
USA
VViieettnnaamm
NNiikkee SSuuppppllyy CChhaaiinn
RRuubbbbeerr,, FFaabbrriicc
aanndd ootthheerr rraaww
mmaatteerriiaallss
Shoe
MMaannuuffaaccttuurriinngg
aanndd AAsssseemmbbllyy
MMaarrkkeettiinngg
SSppoorrttiinngg ggooooddss,,
ddeevveellooppmmeenntt
aanndd SShhooee ssttoorreess
OOnnlliinnee,, CCaattaalloogg
aanndd ootthheerr rreettaaiill
NNiikkee bbrraannddeedd
shoes
PPrroodduucctt
ddeevveellooppmmeenntt
CCuussttoommeerr nneeeeddss//wwaannttss ffeeeeddbbaacckk
NNiikk
Nike Supply Chain
Globalization of Nike
Nike Manufacturing Process
Rubber Materials Nike
Ethylene Vinyl Acetate Nike
Genuine Leather Nike
Synthetic Leather Nike
Cotton in Nike Apparel
Nike Shops Worldwide
Nike Manufacturing Countries
Cold Cement Assembly Nike
3D Printing Nike Shoes
Nike Product Development
Nike Marketing Strategies
Nike Customer Feedback
Nike Distribution Centers
Automation in Nike Manufacturing
Nike Consumer Direct Acceleration
Nike Logistics and Transport
The Lost Human Capital | Teacher Knowledge and Student Achievement in Africa
1. The Lost Human Capital
Teacher Knowledge and Student Achievement in Africa
Tessa Bold
Institute for International Economic Studies (IIES), Stockholm University
Deon Filmer
World Bank
Ezequiel Molina
World Bank
Jakob Svensson
Institute for International Economic Studies (IIES), Stockholm University
2. What do we know about education in LIC?
• Two facts
3. Large increase in enrollment (primary school)
0
20
40
60
80
100
120
Gross enrollment rate Net enrollment rate
Low income countries
1970 2014
4. but without much learning
0102030
Percent
0 1 2 3 4 5
Curriculum-scaled years of schooling after four years
5. Teacher/Teaching Quality is Low
• Classroom absence across Sub-Saharan Africa is 44% (Bold et al,
2017).
• Two thirds of teachers have knowledge equivalent to the students (4th
graders) they are teaching.
• Hardly any teachers have sufficient pedagogical knowledge for
teaching.
6. Effective years of education of teachers
05101520
Percent
0 2 4 6 8
Effective years of education
8. What we do
• Present a statistical model of cumulative knowledge acquisition,
accounting for imperfect persistence in learning btw grades
• Exploit the fact that we have test score data for both the current and
previous year’s teacher to identify two structural parameters:
contemporaneous effect and extent of fade out of the teachers’
impact in earlier grades
• Exploit within-student within-teacher variation to identify these
effects empirically
• Combine structural parameters to estimate the cumulative effect of
teacher knowledge on student achievement and calculate the learning
achievements in a series of counterfactual experiments
9. What we do
• We provide a complementary approach (less data heavy) to estimate the
importance of teachers compared to that used in the value-added literature
• On basis of cross-sectional student data and one round of historic data on inputs,
can estimate a reasonably tight bound on the cumulative effect of teacher content
knowledge on student learning half way through primary school.
10. Context
• Rapidly expanding but weakly governed, primary education sector in
SSA.
• Most of the increase in enrollment has taken place in the public sector,
which remains the dominant actor in the sector (80%).
• Huge increase in the number of teachers, which has risen from 500,000
primary school teachers in 1970 to almost 2.8 million in 2009.
• The salaries of these teachers make up more than 70 % of the
expenditure in education and approximately 12 % of total government
expenditure in SSA.
11. Data: The Service Delivery Indicators program
• SDI program has collected data from a total of 7 countries: Kenya (2012),
Mozambique (2014), Nigeria (2013), Senegal (2010), Tanzania (2010,
2014), Togo (2013), and Uganda (2013).
• Primary schools with a 4th-grade class formed the sampling frame.
• Samples designed to provide representative estimates for teacher effort,
knowledge, and skills in public primary schools
• Representative data were also collected for private primary schools.
• The surveys collected a broad set of school, teacher, and student specific
information, with an approach that relies as much as possible on direct
observation, rather than on respondent reports.
• In total data on 2,600 schools, over 21,000 teachers and 24,000 students
13. Statistical model for cognitive achievement
General education production function
(1) 𝑦𝑦𝑖𝑖𝑖𝑖𝑖𝑖,𝑘𝑘 = 𝐹𝐹 𝑥𝑥𝑖𝑖𝑖𝑖,𝑘𝑘 𝑡𝑡 , . , . , . , 𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖,𝑘𝑘
where 𝑦𝑦𝑖𝑖𝑖𝑖𝑖𝑖,𝑘𝑘 is student 𝑖𝑖’s achievement in school 𝑗𝑗 after 𝑡𝑡 years of
schooling (or in grade 𝑡𝑡) in subject 𝑘𝑘.
𝑥𝑥𝑖𝑖𝑖𝑖𝑖𝑖,𝑘𝑘(𝑡𝑡) teacher subject content knowledge (assume: cov 𝑥𝑥, 𝜀𝜀 = 0)
Linearizing (1) and taking first difference (across subjects), assuming
that the effects of teacher content knowledge (properly normalized) on
student learning are subject-invariant
14. A simple cumulative model of student learning
(2) Δ𝑦𝑦4 = 𝛽𝛽0 + 𝛽𝛽4Δ𝑥𝑥4 + 𝛽𝛽3Δ𝑥𝑥3 + 𝛽𝛽2Δ𝑥𝑥2 + 𝛽𝛽1Δ𝑥𝑥1 + Δ𝜀𝜀4
Three core assumptions (as in VA literature, Todd & Wolpin (2003))
1. The stationarity of the test score distribution over time: var Δ𝑥𝑥𝑡𝑡 =
var Δ𝑥𝑥𝑡𝑡′ = var Δ𝑥𝑥
2. The contemporaneous effect (𝛼𝛼𝑡𝑡) of teacher knowledge is
independent of the age at which it is applied ⟹ 𝛼𝛼𝑡𝑡= 𝛼𝛼
3. The effect of teacher content knowledge declines (geometrically)
with distance ⟹ if 𝛼𝛼 is the effect on 𝑦𝑦4 of grade 4 teacher, then 𝛾𝛾𝛾𝛾
is the effect on 𝑦𝑦4 of gr. 3 teacher, where 𝛾𝛾 “degree of persistence”
15. A simple cumulative model of student learning
Rewrite the production function as
(2’) Δ𝑦𝑦 = 𝛼𝛼0 + 𝛼𝛼Δ𝑥𝑥4 + 𝛼𝛼𝛼𝛼Δ𝑥𝑥3 + 𝛼𝛼𝛾𝛾2
Δ𝑥𝑥2 + 𝛼𝛼𝛾𝛾3
Δ𝑥𝑥1 + 𝜖𝜖
Two structural parameters: 𝛼𝛼, 𝛾𝛾 and CE = 𝛼𝛼 ∑𝑡𝑡=1
4
𝛾𝛾4−𝑡𝑡
Model we can estimate
(3) ∆𝑦𝑦 = 𝛽𝛽0 + 𝛽𝛽4∆𝑥𝑥4 + 𝛽𝛽3∆𝑥𝑥3 + 𝜇𝜇
Even assuming cov ∆𝑥𝑥𝑡𝑡, 𝜖𝜖 = 0, we cannot recover the structural
coefficients directly from the reduced form coefficients 𝛽𝛽4 and 𝛽𝛽3
16. OLS estimator of 𝛽𝛽4 and 𝛽𝛽3 in (4)
(4) plim ̂𝛽𝛽4 = α + αγ2 𝜌𝜌24−𝜌𝜌23 𝜌𝜌
1−𝜌𝜌2 + αγ3 𝜌𝜌14−𝜌𝜌13 𝜌𝜌
1−𝜌𝜌2
(5) plim ̂𝛽𝛽3 = αγ + αγ2 𝜌𝜌23−𝜌𝜌24 𝜌𝜌
1−𝜌𝜌2 + αγ3 𝜌𝜌13−𝜌𝜌14 𝜌𝜌
1−𝜌𝜌2
(7) ∆𝑥𝑥4 = 𝜌𝜌0 + 𝜌𝜌43Δ𝑥𝑥3 + 𝑣𝑣4,3
Allow the correlation coefficients, 𝜌𝜌𝑡𝑡,𝑡𝑡′, to vary freely in a mildly restricted space
and estimate the full distribution of possible effects (𝛼𝛼, 𝛾𝛾 and 𝛼𝛼 ∑𝑡𝑡=1
4
𝛾𝛾4−𝑡𝑡
)
17. OLS estimator of 𝛽𝛽4 and 𝛽𝛽3 in (4)
(4) plim ̂𝛽𝛽4 = α + αγ2 𝜌𝜌24−𝜌𝜌23 𝜌𝜌
1−𝜌𝜌2 + αγ3 𝜌𝜌14−𝜌𝜌13 𝜌𝜌
1−𝜌𝜌2
(5) plim ̂𝛽𝛽3 = αγ + αγ2 𝜌𝜌23−𝜌𝜌24 𝜌𝜌
1−𝜌𝜌2 + αγ3 𝜌𝜌13−𝜌𝜌14 𝜌𝜌
1−𝜌𝜌2
(7) ∆𝑥𝑥4 = 𝜌𝜌0 + 𝜌𝜌43Δ𝑥𝑥3 + 𝑣𝑣4,3
Make three restrictions on 𝜌𝜌𝑡𝑡,𝑡𝑡′ motivated by the typical pattern of transitions of
teachers and their grades through primary school coupled with the assumption
that these transition patterns are the main drivers of correlations across grades.
18. Estimating structural parameters
• Assume:
• 𝜌𝜌𝑡𝑡,𝑡𝑡′ ≥ 0
• 𝜌𝜌𝑡𝑡,𝑡𝑡′ is decreasing in 𝑡𝑡 − 𝑡𝑡′
• 𝜌𝜌𝑡𝑡,𝑡𝑡−1 is decreasing in 𝑡𝑡 (⟹ 𝜌𝜌𝑡𝑡,𝑡𝑡−1 ≥ ρ for 𝑡𝑡 < 4)
• Given a specific parameterization of the 𝜌𝜌𝑡𝑡,𝑡𝑡𝑡, we are left with 3
unknowns (α, γ, and 𝜌𝜌) and 3 equations
19. Identification
(1) 𝑦𝑦𝑖𝑖𝑖𝑖𝑖𝑖,𝑘𝑘 = 𝐹𝐹 𝑇𝑇𝑖𝑖𝑖𝑖,𝑘𝑘(𝑡𝑡), 𝑆𝑆𝑖𝑖𝑖𝑖,𝑘𝑘 𝑡𝑡 , 𝑃𝑃𝑖𝑖𝑖𝑖,𝑘𝑘 𝑡𝑡 , 𝜔𝜔𝑖𝑖𝑖𝑖, 𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖,𝑘𝑘
Problem in estimating causal effects:
Students innate ability, and several school and parent-supplied
inputs, are inherently unobservable and may be correlated with 𝑥𝑥𝑖𝑖𝑖𝑖
20. Identification: Approach
1. Linearizing the production function (1) and express as difference
across subjects
⟹ All subject-invariant unobserved heterogeneity at the student,
school and parent level is removed
2. Restrict attention to students who were taught by class teachers in
gr. 3 and 4
⟹ Any teacher-specific, subject-invariant heterogeneity in gr. 4 and
3 removed
21. Within-student within-teacher variation
(2) ∆𝑦𝑦𝑖𝑖𝑖𝑖 𝑖 = 𝛼𝛼0 + 𝛼𝛼4∆𝑥𝑥𝑖𝑖𝑖𝑖 𝑖 + 𝛼𝛼3∆𝑥𝑥𝑖𝑖𝑖𝑖 𝑖 + 𝛼𝛼2∆𝑥𝑥𝑖𝑖𝑖𝑖 𝑖 + 𝛼𝛼1∆𝑥𝑥𝑖𝑖𝑖𝑖 𝑖 + 𝜖𝜖𝑖𝑖𝑖𝑖
where 𝜖𝜖𝑖𝑖𝑖𝑖 subsumes all the remaining unobservable inputs
𝜖𝜖𝑖𝑖𝑖𝑖 =
= ∆𝜔𝜔𝑖𝑖𝑖𝑖 + �
𝑡𝑡=1
4
𝜃𝜃𝑡𝑡
𝑆𝑆
∆𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑃𝑃
∆𝑝𝑝𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑇𝑇
∆𝑐𝑐𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘=𝑓𝑓𝑘𝑘𝑘
+ �
𝑡𝑡=1
2
𝜃𝜃𝑡𝑡
𝑇𝑇
′∆𝐶𝐶𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘≠𝑓𝑓𝑘𝑘𝑘
+ ∆𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖
∆𝜔𝜔𝑖𝑖𝑖𝑖 ≠ 0 only if students have subject specific abilities/motivations.
Identifying assumption: rules out that students systematically sort, based on these subject-specificabilities, into schools with subject-specificteacher knowledge.
Example: students with relatively higher motivation for mathematics sort into schools (or classrooms) with relatively more knowledgeablemathematics teachers
22. Within-student within-teacher variation
𝜖𝜖𝑖𝑖𝑖𝑖
= ∆𝜔𝜔𝑖𝑖𝑖𝑖 + �
𝑡𝑡=1
4
𝜃𝜃𝑡𝑡
𝑆𝑆
∆𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑃𝑃
∆𝑝𝑝𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑇𝑇
∆𝑐𝑐𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘=𝑓𝑓𝑘𝑘𝑘
+ �
𝑡𝑡=1
2
𝜃𝜃𝑡𝑡
𝑇𝑇
′∆𝐶𝐶𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘≠𝑓𝑓𝑘𝑘𝑘
+ ∆𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖
∆𝜔𝜔𝑖𝑖𝑖𝑖 ≠ 0 only if students have subject specific abilities/motivations.
Identifying assumption: rules out that students systematically sort, based
on these subject-specific abilities, into schools with subject-specific
teacher knowledge.
Example: students with relatively higher motivation for math sort into
schools with relatively more knowledgeable math teachers
23. Within-student within-teacher variation
𝜖𝜖𝑖𝑖𝑖𝑖
= ∆𝜔𝜔𝑖𝑖𝑖𝑖 + �
𝑡𝑡=1
4
𝜃𝜃𝑡𝑡
𝑆𝑆
∆𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑃𝑃
∆𝑝𝑝𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑇𝑇
∆𝑐𝑐𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘=𝑓𝑓𝑘𝑘𝑘
+ �
𝑡𝑡=1
2
𝜃𝜃𝑡𝑡
𝑇𝑇
′∆𝐶𝐶𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘≠𝑓𝑓𝑘𝑘𝑘
+ ∆𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖
Allow for parents (or school) to respond to their children’s low maths skills
by providing additional teaching or other inputs, but they cannot do this
to compensate for insufficient teacher mathematics knowledge.
In the context of lower primary schooling in Africa, these assumptions
appear reasonable
• Araujo et al. (2016) find that while parents recognize better teachers,
they do not change their behaviors to take account of differences in
teacher quality.
24. Within-student within-teacher variation
𝜖𝜖𝑖𝑖𝑖𝑖
= ∆𝜔𝜔𝑖𝑖𝑖𝑖 + �
𝑡𝑡=1
4
𝜃𝜃𝑡𝑡
𝑆𝑆
∆𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑃𝑃
∆𝑝𝑝𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑇𝑇
∆𝑐𝑐𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘=𝑓𝑓𝑘𝑘𝑘
+ �
𝑡𝑡=1
2
𝜃𝜃𝑡𝑡
𝑇𝑇
′∆𝐶𝐶𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘≠𝑓𝑓𝑘𝑘𝑘
+ ∆𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖
Structure of ps is such that students tend to have a class teacher in lower
primary (grades 1-3) while subject teachers become progressively more
common as students move to upper primary and secondary.
If a student is taught by a class teacher in both subjects in grade 𝑡𝑡, it
makes it likely that the student was taught by a class teacher who teaches
both subjects also in 𝑡𝑡 − 1
In the data: 90% of the students that are taught by a class teacher who
teaches both subjects in grade 4 also had a class teacher in grade 3
25. Within-student within-teacher variation
𝜖𝜖𝑖𝑖𝑖𝑖
= ∆𝜔𝜔𝑖𝑖𝑖𝑖 + �
𝑡𝑡=1
4
𝜃𝜃𝑡𝑡
𝑆𝑆
∆𝑠𝑠𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑃𝑃
∆𝑝𝑝𝑖𝑖𝑖𝑖𝑖𝑖 + 𝜃𝜃𝑡𝑡
𝑇𝑇
∆𝑐𝑐𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘=𝑓𝑓𝑘𝑘𝑘
+ �
𝑡𝑡=1
2
𝜃𝜃𝑡𝑡
𝑇𝑇
′∆𝐶𝐶𝑖𝑖𝑖𝑖𝑖𝑖|𝑓𝑓𝑘𝑘≠𝑓𝑓𝑘𝑘𝑘
+ ∆𝜀𝜀𝑖𝑖𝑖𝑖𝑖𝑖
A teacher, teaching both subjects, may be more motivated to teach a
subject she masters relatively well
Put more effort into teaching if she is less knowledgeable of the subject
To the extent these additional subject-specific traits are systematically
correlated with teacher subject-specific content knowledge, 𝛼𝛼𝑡𝑡 needs to
be reinterpreted slightly more broadly
The impact of teacher content knowledge and other unmeasured teacher
subject-specific teaching traits correlated with it
28. Probability density functions of the estimated 𝛼𝛼
0204060
Density
.02 .04 .06 .08
• At 𝛼𝛼 𝑚𝑚𝑚𝑚𝑚𝑚: Teacher with 1 more
year of effective education ⟹
increase student learning by ¾
of a month after one year
• A 1 SD increase in effective years
of education for a teacher
increases student learning by 0.09
SD
• Moving a student from the 5th-95th
percentile of the teacher effective
years of education distribution
would increases students’
effective years of schooling by
0.27 SD in one year.
29. Probability density functions of the estimated 𝛼𝛼
0204060
Density
.02 .04 .06 .08
• A 1 SD increase in effective
years of education for a
teacher increases student
learning by 0.09 SD
• Moving a student from the
5th-95th percentile of the
teacher effective years of
education distribution would
increases students’ effective
years of schooling by 0.27 SD
in one year.
30. Probability density functions of the estimated 𝛼𝛼
0204060
Density
.02 .04 .06 .08
• Effect size = 0.09 SD
• Cf with VA literature: Effect
sizes ranging from 0.1-0.2SD
(Rockoff, 2004; Rivkin et al.,
2005; Aaronson et al., 2007;
Chetty et al., 2014; Araujo et
al., 2016; and Bau and Das,
2017).
• 1 SD increase in teacher test
scores raise student test scores
by 0.07 SD (Bau and Das, 2017)
32. Probability density functions of the estimated 𝛾𝛾
Density
.4 .5 .6 .7 .8
γ
• Approx. 50% of the short-
run effect persists
between grades
33. Probability density functions of the estimated 𝛾𝛾
Density
.4 .5 .6 .7 .8
γ
• Approx. 50% of the short-
run effect persists
between grades
• Consistent with what has
been reported using data
from Pakistan and the US
(Kane and Staiger 2008;
Jacob, Lefgren, and Sims
2010; Rothstein 2010; and
Andrabi et al., 2011
34. Probability density functions of the estimated 𝐶𝐶𝐶𝐶
020406080
Density
.105 .11 .115 .12 .125 .13
Cumulative effect
𝐶𝐶𝐶𝐶 = 𝛼𝛼 ∑𝑡𝑡=1
4
𝛾𝛾4−𝑡𝑡
35. Probability density functions of the estimated 𝐶𝐶𝐶𝐶
020406080
Density
.105 .11 .115 .12 .125 .13
Cumulative effect
• Being taught, throughout
lower primary, by a teacher
with 1 more year of
effective education would
increase student learning
by almost a month and a
half after four years.
36. Counterfactual policy experiments
• Given that students lag behind 2.2 years of effective schooling
already after four years of primary school and their teachers do not
master the primary curriculum, what do these results imply for
policy reforms designed to combat the learning crisis?
• Policy experiment 1 – Accounting exercise
37. Taught by teachers with minimum knowledge
• How many effective years of schooling would students accumulate
after four years if teachers’ effective years of education rose to the
lower secondary level (minimum official requirement)?
• Policy experiment is equivalent to an increase of 6.5 years of
teachers’ effective years of education relative to the current average
of 3.5 years.
38. Taught by teachers with minimum knowledge051015
Density
.65 .7 .75 .8 .85
Additional years of schooling if teachers master lower secondary
0102030
Density
.3 .32 .34 .36 .38
Reduction in observed schooling gap if teachers master lower secondary
39. Taught by teachers with minimum knowledge
• Hold other dimensions of teacher quality constant and at a low level
• Low teacher content knowledge may be the most important factor in
accounting for the fact that children learn little from attending school
• Reforms that focus purely on teacher knowledge and training would
require teachers in Sub-Saharan Africa to complete (effective)
education exceeding university level in order to completely close the
gap in student learning that has opened up by grade 4
41. Policy experiment 2
• Fire the 50% worst
performing teachers
A. Incentive the remaining
teachers to teach 100% of
schedule time
B. Increase class sizes
42. What do these findings imply for education
systems and education policy reform and for
research?
43. Discussion
• Easy at a general level to list what governments “should” do to
improve service performance in the education sector
• teacher training programs should seek to attract talented candidates and
prepare them to teach the curriculum effectively.
• after teachers are hired, the need is for effective incentive schemes that
ensure high effort and continued upgrading of knowledge and skills.
• But reforms aimed at systematically raising the quality of the teaching
body along these lines should be viewed as more of a longer run
solution.
• huge improvement in the delivery of high quality education in countries such
as South Korea and Singapore resulted from system-wide efforts over several
decades
44. Discussion
• Millions of children in low income countries cannot afford to wait for
system-wide reforms to be identified and implemented.
• While planning for longer-term solutions, it is also important to
consider shorter-term improvements.
45. Summing up
• Provide a complementary approach to the VA approach to estimate
the importance of teacher content knowledge
• We estimate two key structural parameters which can be used to run
counterfactual policy simulations
• Show that had all students been taught by teachers deemed to
master the lower secondary curriculum, the observed gap in effective
education after four years would have been reduced by one third