1. How Much Teachers Know and How Much It Matters in Class : Analyzing Three Rounds of Subject-Specific Test Score Data of Indonesian Students and Teachers
- Author
-
de Ree, Joppe
- Subjects
LEARNING OUTCOMES ,EDUCATION FINANCE ,GRADE LEVELS ,CHILDREN ,EDUCATION LEVELS ,TEACHER TRAINING PROGRAMS ,TRAINING PROGRAMS ,CLASSROOM ,MATHEMATICS ,QUALITY OF EDUCATION ,SECONDARY TEACHERS ,TESTING ,QUALITY OF INSTRUCTION ,BINDING ,SUBJECT- MATTER KNOWLEDGE ,TEST SCORES ,DEGREES ,PRIMARY CLASSROOMS ,PERSONALITY ,JUNIOR SECONDARY SCHOOL ,VALUES ,PRIMARY SCHOOL CYCLE ,SUBJECTS ,WOMEN ,WORKERS ,EDUCATION ,SCIENCE ,BETTER TEACHERS ,QUESTIONING ,TEACHER UNIONS ,CURRICULUM ,SCIENCE COMPONENT ,ACTIVE PARTICIPANTS ,GROUPS ,TESTS ,PRIMARY CYCLE ,SUBJECT MATTER ,SECONDARY SCHOOLS ,READING ,STUDIES ,STUDENT PERFORMANCE ,TEACHERS ,MINISTRY OF EDUCATION ,STUDENT ABILITIES ,GLOBAL LABOR MARKET ,STUDENTS ,TEACHER CREDENTIALS ,JUNIOR SECONDARY ,SCHOOLS ,PRIMARY SCHOOL TEACHERS ,ACHIEVEMENT SCORES ,TEACHER ,COGNITIVE SKILLS ,TEACHER TRAINING ,SECONDARY EDUCATION ,EDUCATION POLICY MAKING ,CIVIL SERVICE ,LITERACY ,CLASSROOMS ,SCHOOL CURRICULUM ,BETTER SCHOOLS ,ABLE STUDENTS ,NEWSPAPERS ,COGNITIVE ACHIEVEMENT ,EDUCATION QUALITY ,SCHOLASTIC ACHIEVEMENT ,LEVEL OF EDUCATION ,MATHEMATICAL SKILLS ,LITERATURE ,SUBJECT MATTER KNOWLEDGE ,RESEARCH ,GOALS ,HIGH SCHOOL ,UNIVERSITY DEGREE ,STUDENT LEARNING OUTCOMES ,LEARNING LEVELS ,OPEN ACCESS ,CAREER ,MATHEMATICS CURRICULUM ,PAPERS ,LANGUAGE TEACHERS ,DIPLOMAS ,GRADUATES ,STUDENT ACHIEVEMENT ,SUBJECT-MATTER KNOWLEDGE ,TEACHER PAY ,SCHOOL GRADUATES ,STUDENT ,SCHOOL TEACHERS ,TEACHER KNOWLEDGE ,EDUCATION SYSTEM ,SKILLS ,RESEARCHERS ,SECONDARY SCHOOL ,SUBJECT KNOWLEDGE ,TEACHER EVALUATION ,JUNIOR SECONDARY TEACHERS ,ABILITY OF TEACHERS ,TRAINING ,HUMAN RESOURCES ,PRIMARY TEACHER ,INSTRUCTION ,TEACHING ,LEARNING ,EDUCATIONAL ASSESSMENT ,SHOW HOW ,PRIMARY SCHOOLS ,PEDAGOGICAL KNOWLEDGE ,STUDENT LEARNING ,ACHIEVEMENT ,KNOWLEDGE ,PRIMARY SCHOOL ,EDUCATION LEVEL ,QUALITY EDUCATION ,POLITICS ,KNOWLEDGE LEVEL ,PRIMARY TEACHERS ,EDUCATION POLICY ,STUDY ,EXPERIENCED TEACHERS ,STUDENT OUTCOMES ,TEACHER CHARACTERISTICS ,JUNIOR SECONDARY SCHOOLS ,COURSE WORK ,CLASS SIZE ,END OF GRADE ,PUBLIC PRIMARY SCHOOLS ,MALE TEACHERS ,SCHOOL ,OLDER TEACHERS ,UNIVERSITY ,SCHOOLING - Abstract
Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers' subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers' subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.
- Published
- 2016