Which teaching practices improve student performance on high-stakes exams? Evidence from Russia
Andrey Zakharov, National Research University Higher School of Economics, Russian Federation ; Martin Carnoy, Graduate School of Education, United States ; Prashant Loyalka, Freeman-Spogli Institute, Stanford University, United States
International Journal of Educational Development Volume 36, Number 1, ISSN 0738-0593 Publisher: Elsevier Ltd
This study examines the relationship between student achievement and teaching practices aimed at raising student performance on a high stakes college entrance examination—the Russian Unified State Exam (USE). Data come from a survey of 3000 students conducted in 2010 in three Russian regions, and the analysis employs a student fixed effects method that estimates the impact of mathematics and Russian language teachers’ practices in advanced and basic tracks on students’ exam results. The study finds that the only practices positively affecting test outcomes are greater amounts of subject-specific homework, and that the most effective type of homework differs across tracks.
Zakharov, A., Carnoy, M. & Loyalka, P. (2014). Which teaching practices improve student performance on high-stakes exams? Evidence from Russia. International Journal of Educational Development, 36(1), 13-21. Elsevier Ltd.