Teaching students and teaching each other: The importance of peer learning for teachers

C. Kirabo Jackson*, Elias Bruegmann

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

185 Scopus citations

Abstract

Using longitudinal elementary school teacher and student data, we document that students have larger test score gains when their teachers experience improvements in the observable characteristics of their colleagues. Using within-school and within-teacher variation, we show that a teacher's students have larger achievement gains in math and reading when she has more effective colleagues (based on estimated value-added from an out-of-sample pre-period). Spillovers are strongest for less experienced teachers and persist over time, and historical peer quality explains away about 20 percent of the own-teacher effect, results that suggest peer learning.

Original languageEnglish (US)
Pages (from-to)85-108
Number of pages24
JournalAmerican Economic Journal: Applied Economics
Volume1
Issue number4
DOIs
StatePublished - Oct 2009

ASJC Scopus subject areas

  • Economics, Econometrics and Finance(all)

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