Retos y desafíos para la economía de la educación, por Eric Hanushek, Senior Fellow at the Hoover Institution of Stanford University. Coordinator for Economics of Education of the CESifo Research Network.
14. Resource Policies
• Little evidence of success
• Cross country evidence
• Within country – developed
• Within country – developing
15. Resources and Performance across Countries
350
400
450
500
550
0 10000 20000 30000 40000 50000 60000 70000 80000
Math performance in PISA 2003
Cumulative educational expenditure per student
Mexico
Belgium
Iceland
FranceSweden
Switzerland
Denmark
Austria
Norway
USA
ItalyPortugal
Spain
Korea
Germany
Ireland
Czech Rep.
Hungary
Poland
Slovak Rep.
Greece
Finland
Netherlands
Canada
Japan
Australia
R 2 = 0.01
R 2 = 0.15
16. Resource Policies
• Little evidence of successle evidence of success
• Cross country evidence
• Within country – developed
• Within country – developing
• Consistent with detailed analysis
• class size
• school characteristics
17. Resource Policies
• Does not say “resources never have effect”
• Does not say “resources cannot have effect”
No expectation within current incentive
structure
18. Teacher Quality
• Teachers most important input
• No identifiable characteristics
• Master’s degrees
• Experience*
• Certification
• Preparation
• Professional development
• Observable through both student performance and
supervisor ratings
• Cannot regulate and pay on characteristics
20. Institutional Reforms Supported by Evidence
• Centralized exams
• Accountability
• Autonomy/decentralization
• Choice
• Direct performance incentives
21. 0.00
0.25
0.50
0.75
1.00
0% 2% 4% 6% 8% 10% 12%
s.d.performancegain
Percent deselected
low estimate of teacher effectiveness
Iceland
Alternative Estimates of Least Effective Teachers
(United States distribution)
22. 0.00
0.25
0.50
0.75
1.00
0% 2% 4% 6% 8% 10% 12%
s.d.performancegain
Percent deselected
high estimate of teacher effectiveness low estimate of teacher effectiveness
Iceland
Alternative Estimates of Least Effective Teachers
(United States distribution)
23. 0.00
0.25
0.50
0.75
1.00
0% 2% 4% 6% 8% 10% 12%
s.d.performancegain
Percent deselected
high estimate of teacher effectiveness low estimate of teacher effectiveness
Iceland
Finland
Alternative Estimates of Least Effective Teachers
(United States distribution)
24. Key Questions
1. Does achievement matter?
YES
2. Is Spain competitive?
NO
3. How is Spain doing?
NOT WELL
4. Are there things to be done?
YES
Deselect teachers at bottommean of truncated distribution = density/cum at cutoff calculate for N(0,1) and then translate into student achievement distribution 13 years times change in meanCanada approx +0.5 sd; Finland +0.75 sd
Deselect teachers at bottommean of truncated distribution = density/cum at cutoff calculate for N(0,1) and then translate into student achievement distribution 13 years times change in meanCanada approx +0.5 sd; Finland +0.75 sd
Deselect teachers at bottommean of truncated distribution = density/cum at cutoff calculate for N(0,1) and then translate into student achievement distribution 13 years times change in meanCanada approx +0.5 sd; Finland +0.75 sd