We combine data on math and English teacher content knowledge with student test scores from secondary schools in India. We find that content knowledge is low, particularly for English. Education and experience are correlated with English content knowledge; gender and experience are correlated with math content knowledge. We find that teacher content knowledge is unrelated to student test scores. However, in schools implementing a remedial intervention, higher content knowledge predicts higher test scores. These findings suggest that teacher knowledge may affect the impact of remedial programs.
Beg et al. (Fri,) studied this question.
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