American Economic Journal:
Applied Economics
ISSN 1945-7782 (Print) | ISSN 1945-7790 (Online)
Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program
American Economic Journal: Applied Economics
vol. 11,
no. 3, July 2019
(pp. 128–54)
Abstract
Despite massive investments in teacher professional development (PD) programs in developing countries, there is little evidence on their effectiveness. We present results of a large-scale, randomized evaluation of a national PD program in China in which teachers were randomized to receive PD; PD plus follow-up; PD plus evaluation of the command of PD content; or no PD. Precise estimates indicate PD and associated interventions failed to improve teacher and student outcomes after one year. A detailed analysis of the causal chain shows teachers find PD content to be overly theoretical, and PD delivery too rote and passive, to be useful.Citation
Loyalka, Prashant, Anna Popova, Guirong Li, and Zhaolei Shi. 2019. "Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program." American Economic Journal: Applied Economics, 11 (3): 128–54. DOI: 10.1257/app.20170226Additional Materials
JEL Classification
- I21 Analysis of Education
- I28 Education: Government Policy
- J24 Human Capital; Skills; Occupational Choice; Labor Productivity
- J45 Public Sector Labor Markets
- O15 Economic Development: Human Resources; Human Development; Income Distribution; Migration
- P36 Socialist Institutions and Their Transitions: Consumer Economics; Health; Education and Training: Welfare, Income, Wealth, and Poverty
There are no comments for this article.
Login to Comment