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Sarah FLECHE (Aix-Marseille Université) – "TEACHER IMPACTS ON STUDENTS’ NON-COGNITIVE SKILLS AND"
Time: 03:00 pm – 4:00 pm
Date: 22th of september 2020
by visio
Sarah FLECHE (Aix-Marseille Université) – “TEACHER IMPACTS ON STUDENTS’ NON-COGNITIVE SKILLS AND YOUNG ADULT OUTCOMES”
Abstract: Using rich cohort data in the United Kingdom, this paper estimates teacher value-added (VA) on students’ non-cognitive skills in primary school. I find that teachers have substantial effects on students’ internalizing and externalizing behaviours and that these teacher effects are of similar magnitude to those on students’ maths test scores. Teacher effects on students’ non-cognitive skills persist over time, with up to 30% of their initial effects continuing after 6 to 8 years. They accumulate across grades and complement teacher effects on maths test scores over the schooling career. Furthermore, these non-cognitive teacher effects reach into early adulthood and significantly predict a range of economic and social outcomes at age 20, including going to university, labour market aspirations, health behaviours and attitudes towards others. Overall, these results suggest large benefits from school interventions aimed at improving non-cognitive teacher effects.
Organizers:
Benoît SCHMUTZ (Laboratoire de Microéconométrie-CREST)
Anthony STRITTMATTER (Laboratoire de Microéconométrie-CREST)
Sponsors:
CREST
Time: 03:00 pm – 4:00 pm
Date: 22th of september 2020
by visio
Sarah FLECHE (Aix-Marseille Université) – “TEACHER IMPACTS ON STUDENTS’ NON-COGNITIVE SKILLS AND YOUNG ADULT OUTCOMES”
Abstract: Using rich cohort data in the United Kingdom, this paper estimates teacher value-added (VA) on students’ non-cognitive skills in primary school. I find that teachers have substantial effects on students’ internalizing and externalizing behaviours and that these teacher effects are of similar magnitude to those on students’ maths test scores. Teacher effects on students’ non-cognitive skills persist over time, with up to 30% of their initial effects continuing after 6 to 8 years. They accumulate across grades and complement teacher effects on maths test scores over the schooling career. Furthermore, these non-cognitive teacher effects reach into early adulthood and significantly predict a range of economic and social outcomes at age 20, including going to university, labour market aspirations, health behaviours and attitudes towards others. Overall, these results suggest large benefits from school interventions aimed at improving non-cognitive teacher effects.
Organizers:
Benoît SCHMUTZ (Laboratoire de Microéconométrie-CREST)
Anthony STRITTMATTER (Laboratoire de Microéconométrie-CREST)
Sponsors:
CREST