![](https://d3ilqtpdwi981i.cloudfront.net/DXCcS_YMU77tarjNxiwMrS2CPU0=/425x550/smart/https://bepress-attached-resources.s3.amazonaws.com/uploads/9f/7a/13/9f7a13a7-9e5b-4203-8879-acd311348cc6/thumbnail_4fa3131c-5428-4a7e-aaf0-911069221761.jpg)
Article
Teacher Qualifications and Student Achievement: A Panel Data of Analysis
Review of Applied Economics
Document Type
Article
Publication Date
1-1-2013
Abstract
Recent academic research suggests that teacher quality plays an important role in student achievement: however, empirical research on the efficacy of policies requiring teachers to obtain certain degrees is inconclusive, particularly in elementary education. This paper models a panel data production function with fixed effects using the Early Childhood Longitudinal Study (ECLS-K) to asses the relationship between different undergraduate and graduate majors and elementary student test scores. Specifcally, we aim to discern if there is a difference in teacher efficacy within the different education related majors (e.g. early childhood education and elementary education) and between education and non-education related majors.
Inclusive pages
1-20
ISBN/ISSN
0973-1687
Document Version
Published Version
Copyright
Copyright © 2013, from Review of Applied Economics.
Publisher
Serials Publications
Place of Publication
New Delhi, India
Disciplines
Citation Information
Trevor Collier. "Teacher Qualifications and Student Achievement: A Panel Data of Analysis" Review of Applied Economics Vol. 9 Iss. 1-2 (2013) Available at: http://works.bepress.com/trevor_collier/5/
The published version of this article is provided with the consent of publisher, Serial Publications. Permission documentation is on file.