Drivers of Student Performance: Evidence from Higher Secondary Public Schools in Delhi
Published By: CDE on eSS | Published Date: July , 2018The role of teachers and students in the formation of test scores at the higher
secondary level (grade 12) in public schools in Delhi, India is analysed. Using the value added approach, we
find substantial variation in teacher and student quality within schools: over the period spanning
grades 11 and 12, being taught by a one standard deviation better than average teacher raises test
scores by 0.373 standard deviation; and being a one standard deviation better than average
student raises it by 0.799 standard deviation. Being permanent (tenured) positively predicts
teacher effectiveness, while educational qualifications, training, experience and personality traits
have no predictive power. Relative to families where only fathers earn, those where both parents
earn negatively predict student effectiveness, while religion, caste and parents’ education have
no predictive power.
Author(s): Deepti Goel, Bidisha Barooah | Posted on: Aug 01, 2018 | Views() | Download (301)