Teacher Quality and Learning Outcomes in Kindergarten
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Araujo, María Caridad; Carneiro, Pedro; Cruz-Aguayo, Yyannú; Schady, Norbert

doi:10.1093/qje/qjw016

Cited by 287 publications

(257 citation statements)

References 59 publications

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“…A number of papers using data from the United States have found that children exposed to teachers with better CLASS scores have larger learning gains, better self-regulation, and fewer behavioral problems (references include Grossman et al 2013;Kane and Staiger 2012). In our earlier work (Araujo et al 2016) we found that kindergarten children who were randomly assigned to a teacher with a one-standard deviation higher CLASS score had 0.08-0.09 standard deviation higher math test scores.…”

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confidence: 78%

“…In our earlier work (Araujo et al 2016), we showed that children who were randomly assigned to a teacher with a one standard deviation higher CLASS score had 0.08-0.09 higher math test scores at the end of kindergarten. In this paper, we first show that the CLASS is more strongly associated with learning outcomes in kindergarten than in 1 st grade, and more strongly in 1 st grade than in 2 nd grade.…”

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confidence: 79%

“…11 These schools are a random sample of all public schools that had at least two kindergarten classrooms in the coastal region of the country. See Araujo et al (2016) for details.…”

Section: Setting and Datamentioning

confidence: 99%

“…In practice, however, the estimated variance includes both the variance of the true classroom effects and the variance of sampling error, and is therefore an upward-biased estimate of the variance of classroom effects. As in our earlier work (Araujo et al 2016), we use a standard Empirical Bayes procedure to estimate the variance of the sampling error, and subtract this from the variance of the observed classroom effects. 30 Furthermore, because we are interested in comparing the magnitude of the classroom effects for boys and girls, we use a block bootstrap procedure (each school is a block)…”

Section: Teachers and The Distribution Of Test Scoresmentioning

confidence: 99%

“…We build on our earlier work on teacher quality in kindergarten (Araujo et al 2016) and, more generally, on the large literature on teachers in the United States. 9 We begin by estimating "classroom effects" in kindergarten, 1 st grade, and 2 nd grade, separately for boys and girls.…”

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confidence: 99%

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Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. 2 AbstractWe study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children. JEL classification: I21

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confidence: 78%

mentioning

confidence: 79%

“…11 These schools are a random sample of all public schools that had at least two kindergarten classrooms in the coastal region of the country. See Araujo et al (2016) for details.…”

Section: Setting and Datamentioning

confidence: 99%

Section: Teachers and The Distribution Of Test Scoresmentioning

confidence: 99%

mentioning

confidence: 99%

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Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under‐Resourced Areas

Schwartz

Cappella

Aber

et al. 2019

American J of Comm Psychol

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Highlights• Teachers' lives are often overlooked and critical to classroom quality and workforce development.• ECE teachers face many barriers to effective teaching and responsiveness to professional development.• Job satisfaction predicts teacher attrition and depression predicts take up of the teacher training.• ECE experience, personal poverty, and time demands predict adherence to training materials.• Time demands, higher education, ECD training, and training take-up predict implementation quality.Abstract This study explores the personal, professional, and contextual conditions faced by early childhood education (ECE) teachers in under-resourced settings and how these relate to teacher responsiveness to professional development (PD): namely, teacher attrition (a sign of PD failure when occurring shortly after PD), take-up of offered PD, adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged districts in the Greater Accra Region of Ghana and PD focused on implementation of a national, play-based curriculum. Descriptive statistics indicate that ECE teachers (n = 302) face a multitude of barriers to high quality teaching across the bioecological model. Multilevel mixed effects models find that teachers with low job satisfaction are more likely to leave the school within the academic year. Teachers with moderate to severe depression are less likely to attend PD trainings. Senior teachers and those with poverty risks are less likely to adhere to PD material. Teachers with many time demand barriers are more likely to adhere to material. They also implement the content at higher observed quality as do teachers with bachelor's degrees and early childhood development (ECD) training. Take-up of PD also predicts quality of implementation. Practice and research implications are discussed.

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PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

Dietrichson

Thomsen

Seerup

et al. 2022

Campbell Systematic Reviews

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This is the protocol for a Campbell systematic review. Our primary objective for this systematic review is to examine if preschool and school‐based interventions aimed at improving language, literacy, and/or mathematical skills increase children's and adolescents' executive functions. As a secondary objective, we will examine how the effects of language, literacy, and mathematics interventions on executive functions are moderated by the subject of the intervention, child age or grade, the type of EF measured, and the at‐risk status of participants. We will also explore how the effects are moderated by other study characteristics, and estimate the effects of the included interventions on language, literacy, and mathematical skills.

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Teacher Quality and Learning Outcomes in Kindergarten *

Cited by 287 publications

References 59 publications

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under‐Resourced Areas

PROTOCOL: School‐based language, math, and reading interventions for executive functions in children and adolescents: A systematic review

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