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How can school quality and performance be improved?

This article explores the importance of education and the misperception of specific aspects that lead to the underestimation of cognitive skills and their impact on economic growth. It also discusses the implications of improved knowledge and suggests policy alternatives for improving school quality and performance, including measures to enhance teacher quality.

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How can school quality and performance be improved?

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  1. How can school quality and performance be improved? Eric Hanushek Stanford University

  2. Importance of Education • Importance widely recognized • Misperceive specific aspects • Underestimate importance

  3. Cognitive Skills and Growth across World Regions

  4. Years of Schooling and Economic Growth

  5. Expected Schooling, 2003

  6. Cognitive Skills and Economic Growth

  7. Years of Schooling and Economic Growth With quality control Without quality control

  8. The Effect of Cognitive Skills on Growth Depending on Openness

  9. PISA Science, 2006

  10. Trends in Test Scores

  11. Trends in Growth Rates vs. Trends in Test Scores

  12. The Implications of Improved Knowledge • Two aspects of any educational reform plan important: • Magnitude of reform accomplished? • Benchmark: 0.5 standard deviation improvement • How fast? • School reform policies taking 10, 20, or 30 years (operating linearly) • Impact on economy will not be immediate: new graduates from school will initially be a small to negligible portion of labor force • Full impact is not felt until 35 years past full completion of reform

  13. Improved GDP with Moderately Strong Knowledge Improvement (0.5 s.d.)

  14. Inequality of Cognitive Skills and Earnings

  15. What can be done to change things? • Resource Solutions • Have not worked

  16. Expenditure per Student and Student Performance across Countries

  17. Policy Alternatives – U.S. Analyses • Long history of research on achievement • Coleman Report (1966) • Hundreds of intervening studies • Accountability and improved data • U.S. institutional structure

  18. Historic Teacher Quality Research • Achievement unrelated to common quality measures • Teacher graduate degrees • Experience* • Certification • Salary Teachers do not matter?

  19. Alternative View • Measure effectiveness in classroom • Good teachers get good results • Wide variation in effectiveness • Texas: 3-5 years of good teacher closes achievement gap by low income • Gary: difference of best and worst = one year Substantial evidence that teacher quality is most important part of schools

  20. The Cost of Bad Teachers

  21. Policy Options • Whole school reform • Altered curricula • Class size reduction • Pre-school programs Nothing matches teachers

  22. How to Get Good Teachers • Front end policies • Better training • More rigorous screening • Extended training • Mentoring • Professional development • Selection • Voluntary • Involuntary

  23. Conclusions • Improving achievement important • Knowledge, not seat time • Simple quality measures inaccurate • Spending • Program characteristics • Teacher characteristics • Teacher effectiveness is key

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