Publication: Paraguay : Teachers
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Date
2012-01
ISSN
Published
2012-01
Author(s)
World Bank
Abstract
There is increasing interest across the
globe in attracting, retaining, developing, and motivating
great teachers. Student achievement has been found to
correlate with economic and social progress (Hanushek and
Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante
and Glaeser 2009), and teachers are key: recent studies have
shown that teacher quality is the main school-based
predictor of student achievement and that several
consecutive years of outstanding teaching can offset the
learning deficits of disadvantaged students (Hanushek and
Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff
2004; Park and Hannum 2001; Sanders and Rivers 1996).
However, achieving the right teacher policies to ensure that
every classroom has a motivated, supported, and competent
teacher remains a challenge, because evidence on the impacts
of many teacher policies remains insufficient and scattered,
the impact of many reforms depends on specific design
features, and teacher policies can have very different
impacts depending on the context and other education
policies in place.
Link to Data Set
Citation
“World Bank. 2012. Paraguay : Teachers. Systems Approach for Better Education
Results (SABER) country report;2012. © Washington, DC. http://hdl.handle.net/10986/17667 License: CC BY 3.0 IGO.”