Footnotes

1. It is quite likely that there are unobservable characteristic factors that are typically omitted from educational production functions, and may lead to bias in the estimated effects of observable characteristics. For further discussion of this, see Goldhaber and Brewer (1997).  [Back]

2. For a discussion of the implications of violating this assumption see Goldhaber and Brewer (1997).  [Back]

3. For more information on this methodology, see Rock and Pollock (1991).  [Back]

4. For a discussion of the impact of teacher race, gender, and ethnicity on student achievement, see Ehrenberg, Goldhaber, and Brewer (1995).  [Back]

5. We refer to models without subject-specific teacher characteristics as "general" models.  [Back]

6. Although this result is counter-intuitive, it is not atypical of production function results (see Akerhielm (1995) who found a similar result which she attributed to the non-random assignment of students to classes).  [Back]

7. Although the race, ethnicity, and gender of teachers appears to impact student scores in math and science, we do not explore the issue here. For a more detailed analysis of this issue, see Ehrenberg, Goldhaber, and Brewer (1995).  [Back]

 

References  [Top]

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[The Productivity Collapse in Schools]