OK Boomer：教师质量的代际差异

中文摘要

我们发现，近几代小学教师在提高学生数学测试成绩方面的成效，显著高于更早世代的教师。分别衡量教师对黑人与白人学生的增值效应后，我们发现黑人学生所获教学质量的提升显著大于白人学生。就阅读而言，无论是整体教师质量还是按种族划分的教师质量，我们均未发现存在代际差异的证据。数学教学中按种族划分的教师质量提升，主要由白人教师推动。我们的结果表明有理由保持乐观，因为这些教师质量差异应会改善学生的学习成效，并随时间推移缩小黑人与白人之间的测试成绩差距。

Abstract

We document that recent generations of elementary school teachers are significantly more effective at raising math test scores for students than those from earlier generations. Measuring teachers’ value-added for Black and White students separately, the improvements in teaching for Black students are significantly larger than those seen for White students. For reading, we find no evidence of generational differences in either overall or race-specific teacher quality. The race-specific improvements in teacher quality in math are driven by White teachers. Our results suggest reason for optimism since these teacher quality differences should lead to improved student learning and a narrowing of the Black-White test score gap over time.