Published in:Higher School of Economics Research Paper ; No. WP BRP 13/EDU/2013
Extent:
1 Online-Ressource (23 p)
Language:
English
DOI:
10.2139/ssrn.2334223
Identifier:
Origination:
Footnote:
Nach Informationen von SSRN wurde die ursprüngliche Fassung des Dokuments October 1, 2013 erstellt
Description:
This study examines the relationship between teaching practices aimed at raising student performance on a high stakes college entrance examination — the Russian Unified State Exam (USE) — and student performance on that test. The study uses data from a school/classroom survey of almost 3,000 students conducted in 2010 in three Russian regions. The analysis employs a student fixed effects method that estimates the impact of teaching practices used by students’ mathematics and Russian language teachers on students’ exam results. To test for possible heterogeneous effects of practices in different academic tracks, the study estimates the practices’ effect on USE scores for students in advanced and basic level tracks. The study finds that the only strategy with positive effects on test outcomes is greater amounts of subject-specific homework geared to different types of test items, and that the most effective type of homework differs across tracks