Abstract
ABSTRACTWe use a new longitudinal matched student-teacher data from Brazil to examine the impacts of teacher human capital and working conditions on student learning controlling for student, teacher, and student-teacher match fixed effects. We find that teacher working conditions impact students outcomes. Teachers employed in more than one school negatively affect student test scores, while those working more hours in the same school positively impact students outcomes. Additionally, teacher education, experience, and family income affect student outcomes in Portuguese but not in Mathematics. Students who change from a low to a high value-added teacher experience a significant increase in proficiency.
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