Abstract

We exploit within-teacher variation in the years that math and reading teachers in grades 4–8 host an apprentice (“student teacher”) in Washington State to estimate the causal effect of these apprenticeships on student achievement, both during the apprenticeship and afterwards. While the average causal effect of hosting a student teacher on student performance in the year of the apprenticeship is indistinguishable from zero in both math and reading, hosting a student teacher is found to have modest positive impacts on student math and reading achievement in a teacher’s classroom in following years. These findings suggest that schools and districts can participate in the student teaching process without fear of short-term decreases in student test scores while potentially gaining modest long-term test score increases.

摘要

多年来，我们利用教师内部的差异，即在华盛顿州4-8年级的数学和阅读老师在华盛顿州接待一名学徒（“学生老师”），以评估这些学徒对学徒期间和之后的成就的因果关系。虽然在学徒之年安排一名学生老师对学生表现的平均因果关系在数学和阅读方面均与零没有区别，但发现在教师的教室里安排一名学生老师对学生数学和阅读成绩有适度的积极影响在接下来的几年中。这些发现表明，学校和地区可以参与学生的教学过程，而不必担心学生考试成绩会短期下降，而可能会获得适度的长期考试成绩增加。