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Differences in teacher quality are commonly cited as a key determinant of the huge international student performance gaps. However, convincing evidence on this relationship is still lacking, in part because it is unclear how to measure teacher quality consistently across countries. We use unique international assessment data to investigate the role of teacher cognitive skills as one main dimension of teacher quality in explaining student outcomes. Our main identification strategy exploits exogenous variation in teacher cognitive skills attributable to international differences in relative wages of nonteacher public sector employees. Using student-level test score data, we find that teacher cognitive skills are an important determinant of international differences in student performance. Results are supported by fixed-effects estimation that uses within-country between-subject variation in teacher skills.

This paper on students who learn differently, primarily students with specific learning disabilities or attention deficit/hyperactivity disorder (ADD/HD), examines the topic in the context of American families living abroad based on a review of the literature and a survey of member clubs of the Federation of American Women's Clubs Overseas. Background information covers topics such as the nature of ADD/HD, symptoms of special learning problems, factors that might complicate recognition, why students learn differently, consequences of ignoring the fact that students learn differently, and student evaluation. Special considerations for internationally mobile families are organized into suggestions for before and after the move and anytime. Schooling suggestions cover international schools, host country or national schools, choosing a school, techniques for teachers, the computer as a teaching aid, continuing education for teachers, and tips for college-bound students. The paper also provides an extensive bibliography and list of resource materials including books, computer programs, tapes, Web sites, and useful addresses. Also included are eight attachments such as the survey questionnaire, a list of famous people with attention deficit disorders and learning disabilities, a brochure of advice for parents, organizational materials, and a report detailing the findings of a follow-up survey. (Contains approximately 50 references.) (DB)