An Empirical Analysis of Relationship between Teacher’s Quality and Student’s Achievement

DOI

10.2991/ermm-14.2014.78How to use a DOI?

Keywords

university teacher, students’ achievement, panel data, fixed effect

Abstract

This paper focus on the analysis of effect of teacher’s characteristics on students’ academic development based on the real statistical data of a university in China. Using the fixed effect panel data model, the empirical results show that the impact of full-time teachers on student's long term academic performance is better than that on the short term performance while adjunct instructors have opposite effect. Teachers’ attribute (i.e., full-time teachers or adjunct teachers) statistically shows significant impact on students' academic results, but the existing correlation between teachers’ evaluation and teachers’ value-added effect is weak.

Copyright

© 2014, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fang Li
AU  - Chaofeng Zhang
AU  - Qiang Feng
PY  - 2014/01
DA  - 2014/01
TI  - An Empirical Analysis of Relationship between Teacher’s Quality and Student’s Achievement
BT  - Proceedings of the 2014 International Conference on Education Reform and Modern Management
PB  - Atlantis Press
SP  - 286
EP  - 290
SN  - 1951-6851
UR  - https://doi.org/10.2991/ermm-14.2014.78
DO  - 10.2991/ermm-14.2014.78
ID  - Li2014/01
ER  -