Quarterly Journal of Economics · 2016 · María Caridad Araujo、Pedro Carneiro、Yyannú Cruz-Aguayo、Norbert Schady
中文摘要
我们依据一项实质上等同于随机分配的规则，在各学校内部将两个队列、总计超过24,000名幼儿园学生分配给教师。我们在学年初收集了儿童的数据，并在学年末实施了12项数学、语言和执行功能（EF）测试。我们对所有教师一整天的教学进行了录像，并使用课堂评估评分系统（简称CLASS）对录像进行编码。我们发现，课堂效应较大：课堂质量增加一个标准差，会使语言、数学和执行功能测试成绩分别提高0.11、0.11和0.07个标准差。以CLASS衡量的教师行为与更高的测试成绩相关。家长能够识别出更好的教师，但并未因教师质量的差异而明显调整自身行为。
Abstract
Abstract We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as good as random. We collected data on children at the beginning of the school year and applied 12 tests of math, language, and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A 1 standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.