This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery...

Children in developing countries have deep deficits in math and language. Personalized coaching for teachers has been proposed as a way of raising teacher quality and child achievement. We designed a coaching program that focused on one aspect of teacher quality - teacher-child interactions -...

Despite the prevalence of school tracking, evidence on whether it improves student success is mixed. This paper studies how tracking within high school impacts high-achieving students' short- and longer-term academic outcomes. Our setting is a large and selective Chinese high school, where...

We study the properties of two specification tests that have been applied to a variety of estimators in the context of value-added measures (VAMs) of teacher and school quality: the Hausman test for choosing between random and fixed effects and a test for feedback (sometimes called a...

School districts and state departments of education frequently must choose between a variety of methods to estimating teacher quality. This paper examines under what circumstances the decision between estimators of teacher quality is important. We examine estimates derived from growth percentile...