Why don't schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity

Dan D. Goldhaber, Dominic J. Brewer

Research output: Contribution to journalArticle

Abstract

Using data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, we estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth-grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard educational production functions.

Original languageEnglish (US)
Pages (from-to)505-523
Number of pages19
JournalJournal of Human Resources
Volume32
Issue number3
StatePublished - Jun 1997

Fingerprint

Productivity
Students
Education
Schooling
Student achievement
Educational production function
Test scores
Resources
Longitudinal study
Mathematics
Qualification

ASJC Scopus subject areas

  • Management of Technology and Innovation
  • Organizational Behavior and Human Resource Management
  • Strategy and Management
  • Economics and Econometrics

Cite this

Why don't schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. / Goldhaber, Dan D.; Brewer, Dominic J.

In: Journal of Human Resources, Vol. 32, No. 3, 06.1997, p. 505-523.

Research output: Contribution to journalArticle

@article{e93ce8602e7e4b33b29c4fcf1ed041b0,
title = "Why don't schools and teachers seem to matter?: Assessing the impact of unobservables on educational productivity",
abstract = "Using data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, we estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth-grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard educational production functions.",
author = "Goldhaber, {Dan D.} and Brewer, {Dominic J.}",
year = "1997",
month = "6",
language = "English (US)",
volume = "32",
pages = "505--523",
journal = "Journal of Human Resources",
issn = "0022-166X",
publisher = "University of Wisconsin Press",
number = "3",

}

TY - JOUR

T1 - Why don't schools and teachers seem to matter?

T2 - Assessing the impact of unobservables on educational productivity

AU - Goldhaber, Dan D.

AU - Brewer, Dominic J.

PY - 1997/6

Y1 - 1997/6

N2 - Using data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, we estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth-grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard educational production functions.

AB - Using data drawn from the National Educational Longitudinal Study of 1988, which allows students to be linked to particular teachers and classes, we estimate the impact of observable and unobservable schooling characteristics on student outcomes. A variety of models show some schooling resources (in particular, teacher qualifications) to be significant in influencing tenth-grade mathematics test scores. Unobservable school, teacher, and class characteristics are important in explaining student achievement but do not appear to be correlated with observable variables in our sample. Thus, our results suggest that the omission of unobservables does not cause biased estimates in standard educational production functions.

UR - http://www.scopus.com/inward/record.url?scp=0001376971&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0001376971&partnerID=8YFLogxK

M3 - Article

VL - 32

SP - 505

EP - 523

JO - Journal of Human Resources

JF - Journal of Human Resources

SN - 0022-166X

IS - 3

ER -