Using DEA for measuring teachers’ performance and the impact on students’ outcomes: evidence for Spain

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Santín González, Daniel and Sicilia, Gabriela (2018) Using DEA for measuring teachers’ performance and the impact on students’ outcomes: evidence for Spain. Journal of Productivity Analysis, 49 (1). pp. 1-15. ISSN 0895-562X

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Official URL: https://doi.org/10.1007/s11123-017-0517-3



Abstract

This research contributes to the ongoing debate about differences in teachers’ performance. We introduce a new methodology that combines production frontier and impact evaluation insights that allows using DEA as an identification strategy of a treatment with high and low quality teachers within schools to assess their performance. We use a unique database of primary schools in Spain that, for every school, supplies information on two classrooms at 4th grade where students and teachers were randomly assigned into the two classrooms. We find considerable differences in teachers’ efficiency across schools with significant effects on students’ achievement. In line with previous findings, we find that neither teacher experience nor academic training explains teachers’ efficiency. Conversely, being a female teacher, having worked five or more years in the same school or having smaller class sizes positively affects the performance of teachers.


Item Type:Article
Uncontrolled Keywords:Teachers’ performance, Efficiency, DEA, Causal inference, Primary education
Subjects:Sciences > Statistics > Econometrics
Sciences > Statistics > Operations research
Humanities > Education
JEL:I21, C14
ID Code:60488
Deposited On:13 May 2020 15:43
Last Modified:13 May 2020 15:43

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