Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?

Autor/in	Kim, Youngran
Titel	Does Autonomy over Teacher Hiring Affect Student Math and Science Achievement?
Quelle	In: Education Economics, 25 (2017) 6, S.562-574 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Youngran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2017.1328044
Schlagwörter	Mathematics Achievement; Science Achievement; Program Implementation; Foreign Countries; Professional Autonomy; School Districts; Achievement Tests; Elementary Secondary Education; International Assessment; Mathematics Tests; Science Tests; Student Characteristics; Assignments; Teacher Selection; Private Schools; Urban Schools; Statistical Analysis; Regression (Statistics); South Korea; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Berufsfreiheit; School district; Schulbezirk; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Assignment; Auftrag; Zuweisung; Private school; Privatschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Statistische Analyse; Regression; Regressionsanalyse; Korea; Republik
Abstract	This paper examines the causal effects of autonomy over teacher hiring on student math and science achievement using the random student assignment policy implemented in Korea. Under this policy, students were randomly assigned to different schools within their school districts which equalized the compositions of student bodies across schools. Using this random assignment, this paper examines whether students attending schools that have greater autonomy over teacher hiring perform better academically. Analysis of the 1995 TIMSS data finds no evidence that autonomy over teacher hiring decisions has significant impacts on student math and science achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01