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A panel study of the effects of teac...

Hill, Andrew Trowbridge.

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A panel study of the effects of teacher education, class size, and time-on-task on student achievement: Evidence from NELS:88.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A panel study of the effects of teacher education, class size, and time-on-task on student achievement: Evidence from NELS:88./
作者:	Hill, Andrew Trowbridge.
面頁冊數:	188 p.
附註:	Professor in charge: Charles R. Link.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Economics, Labor. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3085467

A panel study of the effects of teacher education, class size, and time-on-task on student achievement: Evidence from NELS:88.
Hill, Andrew Trowbridge.

A panel study of the effects of teacher education, class size, and time-on-task on student achievement: Evidence from NELS:88. - 188 p.

Professor in charge: Charles R. Link.

Thesis (Ph.D.)--University of Delaware, 2003.

Primary and secondary education in the United States are moving increasingly to a standards-based system in which the quality of the educational experiences available to the nation's young people is measured by student performance on standardized tests. Given state and local budget constraints, it is important for policy makers to have information about the factors most likely to increase student achievement. The effect of a number of inputs to the educational production process in mathematics, reading, and science are studied using a student-specific fixed-effects framework and data from the National Education Longitudinal Study of 1988 (NELS:88).Subjects--Topical Terms:

1019135
Economics, Labor.

A panel study of the effects of teacher education, class size, and time-on-task on student achievement: Evidence from NELS:88.
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100 1 $a Hill, Andrew Trowbridge. $3 1255262
245 1 0 $a A panel study of the effects of teacher education, class size, and time-on-task on student achievement: Evidence from NELS:88.
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500 $a Professor in charge: Charles R. Link.
500 $a Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 1017.
502 $a Thesis (Ph.D.)--University of Delaware, 2003.
520 $a Primary and secondary education in the United States are moving increasingly to a standards-based system in which the quality of the educational experiences available to the nation's young people is measured by student performance on standardized tests. Given state and local budget constraints, it is important for policy makers to have information about the factors most likely to increase student achievement. The effect of a number of inputs to the educational production process in mathematics, reading, and science are studied using a student-specific fixed-effects framework and data from the National Education Longitudinal Study of 1988 (NELS:88).
520 $a Three key questions are addressed in this dissertation. First, is teacher education important in determining student achievement in mathematics, reading, and science? If teacher education is important, what types of teacher education matter? Second, do class size and the level of distractions in the classroom affect student achievement? Third, do increases in the amount of homework assigned and the source of the homework data—either from the student or from the teacher—have an effect on student achievement? This dissertation represents the first known use of the science portion of the NELS:88 data with educational production functions estimated with student-specific fixed-effects. Moreover, it is the first opportunity to test whether serious bias is introduced into achievement models, as Betts (1998) has suggested, when the student's reported amount of homework completed is used as an explanatory variable instead of the homework measure reported by the student's teacher.
520 $a The results suggest that teacher education is important in determining student achievement. Teacher graduate education in the field the student is studying contributes significantly to higher student achievement in mathematics, reading, and science, but teacher graduate degrees in education have little or no effect on student performance. Additional homework has a consistent, statistically significant, positive effect on student achievement and there seems to be little evidence that the use of the student's measure of homework biases results, a concern noted by Betts. Class size provides inconsistent effects. Decreasing the level of distractions in the classroom has a consistent, positive effect on student achievement.
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