The Economic Value of Higher Teacher Quality. Working Paper 56

Autor/in	Hanushek, Eric A.
Institution	Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Titel	The Economic Value of Higher Teacher Quality. Working Paper 56
Quelle	(2010), (50 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Economic Progress; Teacher Effectiveness; Economic Impact; Academic Achievement; Alternative Assessment; Teacher Evaluation; Teacher Competencies; Educational Quality; Educational Assessment; Educational Indicators; Personnel Policy; Salary Wage Differentials; Teacher Certification; Educational Benefits; Cost Effectiveness; United States + Suchen Sie Ihr Suchwort? Economic growth; Wirtschaftswachstum; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ökonomische Determinanten; Schulleistung; Teacher appraisal; Lehrerbeurteilung; Lehrkunst; Quality of education; Bildungsqualität; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Personalpolitik; Bildungsertrag; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; USA
Abstract	Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement, which provides the basis for consideration of the derived demand for teachers which comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low teacher effectiveness on economic growth through aggregate achievement. A teacher one standard deviation above the mean effectiveness annually generates marginal gains of over $400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5-8 percent of teachers with average teachers could move the U.S. near the top of international math and science rankings with a present value of $100 trillion. (Contains 3 tables, 3 figures and 44 footnotes.) (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10