Seminario de Investigación "The Determinants of Teaching Effectiveness: Evidence from a Model of Teachers' and Students' Interactions"
El seminario destinado a docentes, investigadores, becarios y estudiantes interesados en la temática, se realizará el viernes 25 de agosto a las 12:30 hs. por videoconferencia, a cargo de Martín Luccioni (Washington University in St. Louis).
Martín Luccioni es Investigador Posdoctoral en Washington University in St. Louis. Tiene un PhD en Economía por University of Western Ontario, un Máster en Economía por la Universidad del CEMA y es Licenciado en Economía por la Universidad Nacional de Tucumán. Ha dictado cursos de grado y posgrado en University of Western Ontario y también se ha desempeñado como investigador en el Instituto Nacional de Tecnología Agropecuaria (INTA). Sus investigaciones se centran en temas de economía de la educación, economía laboral y microeconomía empírica.
Abstract: Standard models of educational production usually treat teachers' contributions to test score growth, which is commonly referred to as teachers' effectiveness, as invariant across classrooms. However, teachers' effectiveness may be determined by their behavior and interactions with students in the classroom, so teachers' effectiveness may not be a fixed attribute. In this paper, I develop and estimate a model of knowledge production in which teachers choose teaching effort and students choose learning effort in response. I allow for flexible distributions of students’ initial knowledge, home environments, and classroom environments, as well as teachers’ general teaching skills and effort costs. I estimate the model using the Measures of Effective Teaching Longitudinal Database, which contains multiple measurements of different educational inputs. I find that all else being equal, teachers with high general teaching skills are more effective in classrooms with high initial knowledge. In contrast, teachers with low effort costs are more effective in classrooms with low initial knowledge. In a counterfactual, I assign teachers measured to be highly effective using standard value-added estimates to classrooms with a high proportion of low-achieving students. This counterfactual suggests that the reassigned teachers would be less effective than suggested by their estimated value added. This result is consistent with recent findings suggesting that similar reassignment policy efforts did not achieve their main goal of promoting low-achieving students' academic performance.
Autor: Martín Luccioni (Washington University in St. Louis)
Organizan: Departamento de Economía, Instituto de Investigaciones Económicas y Revista Económica