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dc.titleDo Tests Applied to Teachers Predict their Effectiveness?
dc.contributor.authorCruz-Aguayo, Yyannu
dc.contributor.authorIbarrarán, Pablo
dc.contributor.authorSchady, Norbert
dc.contributor.orgunitSocial Sector
dc.coverageEcuador
dc.coverageLatin America and the Caribbean
dc.date.available2017-07-21T00:00:00
dc.date.issue2017-05-30T00:00:00
dc.description.abstractTeachers vary considerably in their effectiveness, but identifying teacher characteristics that predict their impact on learning outcomes has been elusive. We analyze a teacher evaluation that is used to make teacher tenure decisions in Ecuador. The evaluation includes a written test, a demonstration class, and a points system that gives higher scores to teachers with more experience, degrees, and in-service training. We find no evidence that children taught by teachers with higher scores on the evaluation learn more. Our estimates are very precise: We can rule out that teachers with one-standard deviation higher evaluation scores raise child test scores in math by 0.03 standard deviations or more, and language scores by 0.02 standard deviations or more. We conclude that the effort that is being placed by policy-makers in Latin America to design and “improve” teacher tests is unlikely to result in large improvements in child learning.
dc.format.extent14
dc.identifier.doihttp://dx.doi.org/10.18235/0000763
dc.identifier.urlhttps://publications.iadb.org/publications/english/document/Do-Tests-Applied-to-Teachers-Predict-their-Effectiveness.pdf
dc.language.isoen
dc.mediumAdobe PDF
dc.publisherInter-American Development Bank
dc.subjectTeaching Effectiveness
dc.subjectEducational Test
dc.subject.jelcodeI25 - Education and Economic Development
dc.subject.jelcodeI28 - Government Policy
dc.subject.keywordsTeacher effectiveness;teacher evaluation
dc.typeWorking Papers
idb.identifier.pubnumberWorking Papers
idb.operationEC-T1246;EC-T1236
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