• norsk
    • English
  • norsk 
    • norsk
    • English
  • Logg inn
Vis innførsel 
  •   Hjem
  • Handelshøyskolen BI
  • Student papers
  • Master of Science
  • Vis innførsel
  •   Hjem
  • Handelshøyskolen BI
  • Student papers
  • Master of Science
  • Vis innførsel
JavaScript is disabled for your browser. Some features of this site may not work without it.

Teacher quality and high school completion : Evidence from Norwegian register data

Johed, Rosanna; Sandnes, Synne
Master thesis
Thumbnail
Åpne
1721006.pdf (2.709Mb)
Permanent lenke
http://hdl.handle.net/11250/2477450
Utgivelsesdato
2017
Metadata
Vis full innførsel
Samlinger
  • Master of Science [1116]
Sammendrag
Students assigned to high value-added teachers benefit in the long term. They are

more likely to attend college, get higher income, and less likely to have children

as teenagers (Chetty, Friedman, & Rockoff, 2011). Students who drop out of high

school will be restricted from attaining higher education and thus face limited

career possibilities later in life. Hence, the problem of high school dropouts is a

major economic and social concern. In this thesis, we investigate whether middle

school teachers education is a determining factor in the probability that students

complete high school. We combine four data sets to estimate our main model with

middle school fixed effects. The detailed data on teacher characteristics has been

of particular interest, considering it has not been used before. The model has

advantages as it uses the within group variation, specifically, within middle school

variation in teacher education over time.

We focus on two key variables at middle school, teachers with and without

teacher education, and teachers with short and long higher education. Specifically,

we find that there is a positive relationship between middle school teachers with

teacher education and high school completion. We find that a 10 percentage point

increase in the share of teachers with teacher education (about two thirds of a

standard deviation) increases the probability of high school completion with about

half a percentage point. In other words, it takes a 20 percentage point increase in

the share of teachers with teacher education to increase the probability of high

school completion with one percentage point. In addition, we find that the level of

education is not associated with high school dropouts. That is, it does not make

any difference whether middle school teachers hold a master’s or a bachelor’s

degree. We discuss that increasing pedagogical competence in the middle schools

could contribute to lower high school dropout if the results are due to the

pedagogical part of teacher education. However, we also consider that the result

could indicate that it is important to work within your field of education.
Beskrivelse
Masteroppgave(MSc) in Master of Science in Business, Economics - Handelshøyskolen BI, 2017
Utgiver
BI Norwegian Business School

Kontakt oss | Gi tilbakemelding

Personvernerklæring
DSpace software copyright © 2002-2019  DuraSpace

Levert av  Unit
 

 

Bla i

Hele arkivetDelarkiv og samlingerUtgivelsesdatoForfattereTitlerEmneordDokumenttyperTidsskrifterDenne samlingenUtgivelsesdatoForfattereTitlerEmneordDokumenttyperTidsskrifter

Min side

Logg inn

Statistikk

Besøksstatistikk

Kontakt oss | Gi tilbakemelding

Personvernerklæring
DSpace software copyright © 2002-2019  DuraSpace

Levert av  Unit