de Ree, Joppe2016-02-032016-02-032016-02https://hdl.handle.net/10986/23731Improving the quality of education is one of today's main challenges for governments in the developing world. Based on a unique matched student-to-teacher panel data set on test scores this paper presents two empirical results for Indonesia. First, through detailed inspection of teacher-level responses to test questions, the paper concludes that subject matter knowledge of primary school teachers in Indonesia is low on average and that a 1.0, but also a 2.0 standard deviation increase in teachers' subject matter knowledge seem to be achievable medium-term goals for education policy making in Indonesia. Second, the paper presents the results of three types of value-added regressions, a (standard) level specification, a school fixed-effects specification, and a flexible student-teacher fixed-effects specification. The student-teacher fixed-effects approach estimates the parameters of a value-added model using test score variation within each student-teacher pair across three different subjects, mathematics, science and Indonesian language. The results suggest that a 1.0 (and 2.0) standard deviation increase in teachers' subject matter knowledge across-the-board can yield increases in student achievement by 0.25 (and 0.50) student-level standard deviations by the time students complete the six-year primary school cycle.en-USCC BY 3.0 IGOSKILLSPRIMARY TEACHERBETTER TEACHERSPUBLIC PRIMARY SCHOOLSUNIVERSITY DEGREETEACHER PAYPERSONALITYSCHOOL TEACHERSPRIMARY TEACHERSTEACHERSPOLITICSMATHEMATICAL SKILLSSTUDENT LEARNING OUTCOMESGLOBAL LABOR MARKETSTUDENT ABILITIESSCHOOLINGJUNIOR SECONDARY SCHOOLLEARNING LEVELSGROUPSEDUCATION POLICYHIGH SCHOOLPRIMARY CYCLETEACHER TRAINING PROGRAMSCOGNITIVE ACHIEVEMENTCAREERSUBJECT-MATTER KNOWLEDGEPAPERSTEACHER EVALUATIONEDUCATION QUALITYTRAINING PROGRAMSSUBJECT MATTER KNOWLEDGEPRIMARY CLASSROOMSJUNIOR SECONDARY TEACHERSBINDINGTEACHER CREDENTIALSOPEN ACCESSSCIENCE COMPONENTTEACHER UNIONSLITERACYKNOWLEDGEJUNIOR SECONDARYABLE STUDENTSMATHEMATICSQUALITY OF EDUCATIONTRAININGTEACHER TRAININGTEACHER KNOWLEDGETESTSSECONDARY SCHOOLSPEDAGOGICAL KNOWLEDGESCHOLASTIC ACHIEVEMENTSECONDARY SCHOOLSHOW HOWSTUDENT OUTCOMESSCHOOL CURRICULUMSTUDENT ACHIEVEMENTLEARNINGGRADUATESEDUCATION SYSTEMRESEARCHPRIMARY SCHOOLTEACHINGTEST SCORESTESTINGNEWSPAPERSSUBJECT KNOWLEDGETEACHER CHARACTERISTICSDIPLOMASEXPERIENCED TEACHERSPRIMARY SCHOOLSREADINGSUBJECTSSTUDYWORKERSSTUDIESSCIENCEVALUESPRIMARY SCHOOL TEACHERSSTUDENTSCHOOLSEDUCATION LEVELSABILITY OF TEACHERSOLDER TEACHERSPRIMARY SCHOOL CYCLELEARNING OUTCOMESMALE TEACHERSSTUDENT PERFORMANCEMINISTRY OF EDUCATIONACHIEVEMENTQUALITY OF INSTRUCTIONSCHOOL GRADUATESRESEARCHERSEDUCATION LEVELLITERATURELANGUAGE TEACHERSEDUCATION FINANCEEND OF GRADECLASS SIZEGRADE LEVELSCURRICULUMTEACHERJUNIOR SECONDARY SCHOOLSBETTER SCHOOLSCOGNITIVE SKILLSCOURSE WORKKNOWLEDGE LEVELCHILDRENLEVEL OF EDUCATIONQUALITY EDUCATIONEDUCATIONSUBJECT MATTERHUMAN RESOURCESQUESTIONINGINSTRUCTIONEDUCATIONAL ASSESSMENTUNIVERSITYSTUDENTSACTIVE PARTICIPANTSSECONDARY TEACHERSACHIEVEMENT SCORESDEGREESWOMENSUBJECT- MATTER KNOWLEDGEGOALSCLASSROOMCLASSROOMSCIVIL SERVICESCHOOLEDUCATION POLICY MAKINGSECONDARY EDUCATIONSTUDENT LEARNINGMATHEMATICS CURRICULUMWorking PaperWorld Bank10.1596/1813-9450-7556