DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?
Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test...
Gespeichert in:
| Veröffentlicht in: | Contemporary economic policy 2019-07, Vol.37 (3), p.509-523 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 523 |
|---|---|
| container_issue | 3 |
| container_start_page | 509 |
| container_title | Contemporary economic policy |
| container_volume | 37 |
| creator | Qureshi, Javaeria Ost, Ben |
| description | Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older sibling's teacher is teaching in the younger sibling's grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects. (JEL I20) |
| doi_str_mv | 10.1111/coep.12402 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2228525512</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2228525512</sourcerecordid><originalsourceid>FETCH-LOGICAL-c2932-661fde5ad669a9dbed650acb257e7ac3674e45680fd7eb5d51aea777792698303</originalsourceid><addsrcrecordid>eNp9kMFKw0AQhhdRsFYvPkHAm5C6O8nuJicJ68YGoilJBD0tm2QDLdXUpEV68xF8Rp_ErfHsf5k5fP8MfAhdEjwjNjd1ZzYzAj6GIzQhPqMuh4Af2x1z3_UohKfobBhW2IYDnyD_LpOFU8pIzGX-_fkVRw9J-uLI54XME_kopBPFsRSlRYrSKUSWy-L2HJ20ej2Yi785RU-xLMXcTbP7RESpW0PogcsYaRtDdcNYqMOmMg2jWNcVUG64rj3GfeNTFuC24aaiDSXaaG4TAgsDD3tTdDXe3fTd-84MW7Xqdv2bfakAIKBAKQFLXY9U3XfD0JtWbfrlq-73imB1sKIOVtSvFQuTEf5Yrs3-H1KJTC7Gzg9NMF84</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2228525512</pqid></control><display><type>article</type><title>DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?</title><source>PAIS Index</source><source>EBSCOhost Business Source Complete</source><source>Access via Wiley Online Library</source><creator>Qureshi, Javaeria ; Ost, Ben</creator><creatorcontrib>Qureshi, Javaeria ; Ost, Ben</creatorcontrib><description>Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older sibling's teacher is teaching in the younger sibling's grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects. (JEL I20)</description><identifier>ISSN: 1074-3529</identifier><identifier>EISSN: 1465-7287</identifier><identifier>DOI: 10.1111/coep.12402</identifier><language>eng</language><publisher>Boston, USA: Wiley Periodicals, Inc</publisher><subject>Economic policy ; Elementary schools ; Families & family life ; Family roles ; Learning ; Siblings ; Teachers ; Teaching ; Test scores</subject><ispartof>Contemporary economic policy, 2019-07, Vol.37 (3), p.509-523</ispartof><rights>2018 Western Economic Association International</rights><rights>2019 Western Economic Association International</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c2932-661fde5ad669a9dbed650acb257e7ac3674e45680fd7eb5d51aea777792698303</cites><orcidid>0000-0002-0682-9499</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fcoep.12402$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fcoep.12402$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27866,27924,27925,45574,45575</link.rule.ids></links><search><creatorcontrib>Qureshi, Javaeria</creatorcontrib><creatorcontrib>Ost, Ben</creatorcontrib><title>DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?</title><title>Contemporary economic policy</title><description>Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older sibling's teacher is teaching in the younger sibling's grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects. (JEL I20)</description><subject>Economic policy</subject><subject>Elementary schools</subject><subject>Families & family life</subject><subject>Family roles</subject><subject>Learning</subject><subject>Siblings</subject><subject>Teachers</subject><subject>Teaching</subject><subject>Test scores</subject><issn>1074-3529</issn><issn>1465-7287</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>7TQ</sourceid><recordid>eNp9kMFKw0AQhhdRsFYvPkHAm5C6O8nuJicJ68YGoilJBD0tm2QDLdXUpEV68xF8Rp_ErfHsf5k5fP8MfAhdEjwjNjd1ZzYzAj6GIzQhPqMuh4Af2x1z3_UohKfobBhW2IYDnyD_LpOFU8pIzGX-_fkVRw9J-uLI54XME_kopBPFsRSlRYrSKUSWy-L2HJ20ej2Yi785RU-xLMXcTbP7RESpW0PogcsYaRtDdcNYqMOmMg2jWNcVUG64rj3GfeNTFuC24aaiDSXaaG4TAgsDD3tTdDXe3fTd-84MW7Xqdv2bfakAIKBAKQFLXY9U3XfD0JtWbfrlq-73imB1sKIOVtSvFQuTEf5Yrs3-H1KJTC7Gzg9NMF84</recordid><startdate>201907</startdate><enddate>201907</enddate><creator>Qureshi, Javaeria</creator><creator>Ost, Ben</creator><general>Wiley Periodicals, Inc</general><general>Western Economic Association</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7TQ</scope><scope>8BJ</scope><scope>DHY</scope><scope>DON</scope><scope>FQK</scope><scope>JBE</scope><orcidid>https://orcid.org/0000-0002-0682-9499</orcidid></search><sort><creationdate>201907</creationdate><title>DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?</title><author>Qureshi, Javaeria ; Ost, Ben</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c2932-661fde5ad669a9dbed650acb257e7ac3674e45680fd7eb5d51aea777792698303</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Economic policy</topic><topic>Elementary schools</topic><topic>Families & family life</topic><topic>Family roles</topic><topic>Learning</topic><topic>Siblings</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Test scores</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Qureshi, Javaeria</creatorcontrib><creatorcontrib>Ost, Ben</creatorcontrib><collection>CrossRef</collection><collection>PAIS Index</collection><collection>International Bibliography of the Social Sciences (IBSS)</collection><collection>PAIS International</collection><collection>PAIS International (Ovid)</collection><collection>International Bibliography of the Social Sciences</collection><collection>International Bibliography of the Social Sciences</collection><jtitle>Contemporary economic policy</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Qureshi, Javaeria</au><au>Ost, Ben</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?</atitle><jtitle>Contemporary economic policy</jtitle><date>2019-07</date><risdate>2019</risdate><volume>37</volume><issue>3</issue><spage>509</spage><epage>523</epage><pages>509-523</pages><issn>1074-3529</issn><eissn>1465-7287</eissn><abstract>Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older sibling's teacher is teaching in the younger sibling's grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects. (JEL I20)</abstract><cop>Boston, USA</cop><pub>Wiley Periodicals, Inc</pub><doi>10.1111/coep.12402</doi><tpages>15</tpages><orcidid>https://orcid.org/0000-0002-0682-9499</orcidid></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1074-3529 |
| ispartof | Contemporary economic policy, 2019-07, Vol.37 (3), p.509-523 |
| issn | 1074-3529 1465-7287 |
| language | eng |
| recordid | cdi_proquest_journals_2228525512 |
| source | PAIS Index; EBSCOhost Business Source Complete; Access via Wiley Online Library |
| subjects | Economic policy Elementary schools Families & family life Family roles Learning Siblings Teachers Teaching Test scores |
| title | DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-27T11%3A24%3A14IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=DOES%20TEACHER%E2%80%90FAMILY%20EXPERIENCE%20AFFECT%20TEST%20SCORES?&rft.jtitle=Contemporary%20economic%20policy&rft.au=Qureshi,%20Javaeria&rft.date=2019-07&rft.volume=37&rft.issue=3&rft.spage=509&rft.epage=523&rft.pages=509-523&rft.issn=1074-3529&rft.eissn=1465-7287&rft_id=info:doi/10.1111/coep.12402&rft_dat=%3Cproquest_cross%3E2228525512%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2228525512&rft_id=info:pmid/&rfr_iscdi=true |