Data for: Assessing teacher quality in India

Abstract of associated article: Using administrative data from linked private schools from one Indian district that matches 8319 pupils to their subject specific teachers at the senior secondary level, we estimate the importance of individual teachers for student outcomes in the high-stake senior secondary exam (at the end of twelfth-grade) controlling for prior achievement at the secondary level (at the end of tenth-grade). In addition to controlling for prior achievement, we exploit the fact that students took exams in multiple subjects during their senior secondary exam to control for pupil fixed effects. We find a considerable variability in teacher effectiveness over a two year course—a one standard deviation improvement in teacher quality adds 0.366 standard deviation points in students score. Furthermore, consistent with studies in the US, we find that although teacher quality matters, the observed characteristics explain little of the variability in teacher quality.关联研究论文摘要：本研究使用印度某行政区内私立学校的关联行政数据（administrative data），将8319名高中阶段学生与其学科专属教师（subject specific teachers）进行匹配，在控制学生十年级结束时的中等教育阶段既往学业表现的前提下，估算个体教师对学生在高利害高中统考（high-stakes senior secondary exam，十二年级结束时举行）成绩的影响。除控制学生既往学业表现外，本研究还利用学生在高中统考中参与多科目考试的特征，设置学生个体固定效应（pupil fixed effects）以控制混淆变量。研究发现，在两年的教学周期内，教师教学效能（teacher effectiveness）存在显著差异：教师质量（teacher quality）每提升一个标准差（standard deviation），可使学生成绩提升0.366个标准差。此外，与美国相关研究结论一致，本研究发现尽管教师质量对学生学业表现具有显著影响，但可观测的教师特征仅能解释极小部分的教师效能差异。