Andrey Zakharov | National Research University Higher School of Economics (original) (raw)

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Research paper thumbnail of Which Teaching Practices Improve Student Performance on High-Stakes Exams? Evidence from Russia

Social Science Research Network, 2013

Research paper thumbnail of Does Shadow Education Help Students Prepare for College?

Social Science Research Network, 2014

Research paper thumbnail of Неэкономические эффекты дополнительного профессионального образования для российских работников

Journal of Economic Sociology, Mar 29, 2021

Research paper thumbnail of Diminishing Marginal Returns to Computer-Assisted Learning

Research paper thumbnail of Revisiting the Relationship Between International Assessment Outcomes and Educational Production

American Educational Research Journal, Jul 9, 2016

International assessments, such as the Program for International Student Assessment (PISA), are b... more International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Science Survey (TIMSS) test in 2011 and collected information on students' teachers in ninth grade. These data allowed us to more precisely estimate the effects of classroom variables on students' PISA performance. Our results suggest that the positive roles of teacher ''quality'' and ''opportunity to learn'' in improving student performance are much more modest than claimed in PISA documents.

Research paper thumbnail of Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

Voprosy obrazovaniâ, Dec 20, 2017

Dynamics of academic performance of Russian school students depending on cultural capital and the... more Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students' educational attainment.

Research paper thumbnail of Российская школа: альтернатива модернизации сверху

Voprosy Obrazovaniya / Educational Studies Moscow, 2011

Анализируются основные вызовы современному школьному образованию и успешный опыт ответов на эти в... more Анализируются основные вызовы современному школьному образованию и успешный опыт ответов на эти вызовы в разных странах. На основе результатов международных обследований качества образования и сравнительных образовательных исследований обсуждаются конкурентные преимущества российской системы образования и потенциал ее развития. Сегодня российскую школьную систему можно считать «скорее хорошей» — между «удовлетворительной» и «хорошей» по классификации компании «МакКинзи». Для перехода в разряд «очень хороших» или «отличных» можно применять разные варианты стратегий. В постсоветский период активно использовались реформирование системы в целом и ликвидация отставания. Эти стратегии опираются на администрирование как на основной ресурс. Они очень затратные, нечувствительны к локальным особенностям системы и способствуют накоплению «усталости от перемен». Возможна третья стратегия — развитие сильных сторон. Основным источником обновления в этом сценарии является инициатива и интерес успе...

Research paper thumbnail of Working Papers Series: Education

This study examines the relationship between teaching practices aimed at raising student performa... more This study examines the relationship between teaching practices aimed at raising student performance on a high stakes college entrance examination-the Russian Unified State Exam (USE) and student performance on that test. The study uses data from a school/classroom survey of almost 3,000 students conducted in 2010 in three Russian regions. The analysis employs a student fixed effects method that estimates the impact of teaching practices used by students' mathematics and Russian language teachers on students' exam results. To test for possible heterogeneous effects of practices in different academic tracks, the study estimates the practices' effect on USE scores for students in advanced and basic level tracks. The study finds that the only strategy with positive effects on test outcomes is greater amounts of subject-specific homework geared to different types of test items, and that the most effective type of homework differs across tracks. JEL classification: I21 (Analysis of Education).

Research paper thumbnail of Differences in General Education in Vocational and High Schools: Characteristics of Teachers and Teaching Practices in Mathematics

Voprosy obrazovaniya / Educational Studies Moscow, 2018

Every year, more and more middle school graduates opt for vocational high schools. They are norma... more Every year, more and more middle school graduates opt for vocational high schools. They are normally less academically successful students from lower economic and cultural backgrounds.

Research paper thumbnail of Revisiting the Relationship Between International Assessment Outcomes and Educational Production

American Educational Research Journal, 2016

International assessments, such as the Program for International Student Assessment (PISA), are b... more International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Science Survey (TIMSS) test in 2011 and collected information on students’ teachers in ninth grade. These data allowed us to more precisely estimate the effects of classroom variables on students’ PISA performance. Our results suggest that the positive roles of teacher “quality” and “opportunity to learn” in improving student performance are much more modest than claimed in PISA documents.

Research paper thumbnail of Teacher wages and educational outcomes: evidence from the Russian school system

Research paper thumbnail of Does teaching to the test improve student learning?

International Journal of Educational Development

Research paper thumbnail of Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function

Research paper thumbnail of Regional Differences in Access to Educational Resources, Academic Results and Students’ Trajectories in Russia

Journal of Economic Sociology

лектронный журнал «Экономическая социология» издаётся с 2000 г. Учредителями являются Национальны... more лектронный журнал «Экономическая социология» издаётся с 2000 г. Учредителями являются Национальный исследовательский университет «Высшая школа экономики» (с 2007 г.) и Вадим Валерьевич Радаев (главный редактор). Цель журнала-утверждать международные стандарты экономико-социологических исследований в России, представлять современные работы российских и зарубежных авторов в области экономической социологии, информировать профессиональное сообщество о новых актуальных публикациях и исследовательских проектах, а также вовлекать в профессиональное сообщество молодых коллег. Журнал представляет собой специализированное академическое издание. В нём публикуются материалы, отражающие современное состояние экономической социологии и способствующие развитию данной области в её современном понимании. В числе приоритетных тем: теоретические направления экономической социологии, социологические исследования рынков и организаций, социально-экономические стратегии индивидов и домашних хозяйств, неформальная экономика. Также публикуются тексты из смежных дисциплин-неоинституциональной экономической теории, антропологии, экономической психологии и других областей, которые могут представлять интерес для экономсоциологов. Журнал публикует пять номеров в год: в январе, марте, мае, сентябре и ноябре. Доступ ко всем номерам журнала постоянный, свободный и бесплатный по адресу: http:// www.ecsoc.hse.ru. Каждый номер содержится в едином файле (10-12 п. л. в PDF). Журнал входит в список ВАК России, индексируется в Российском индексе научного цитирования (РИНЦ), Emerging Sources Citation Index (ESCI) из Web of Science Core Collection и Scopus (3 квартиль). Требования к авторам изложены по адресу: http://ecsoc.hse.ru/author_requirements. html В журнале применяется двойное анонимное рецензирование статей. Все материалы проходят через полный цикл редакторской обработки и корректуры. Плата с авторов журнала не взимается. Ускоренные сроки публикации статей не предусмотрены.

Research paper thumbnail of The effects of job-related training on the sense of control of male and female workers in Russia

International Journal of Lifelong Education

Research paper thumbnail of School Financing, Teacher Wages and Educational Outcomes: Evidence from the Russian School System

Research paper thumbnail of Parental Teaching-to-Read Practices and Children’s Reading Literacy in Russia according to PIRLS2011

Voprosy Obrazovaniya / Educational Studies Moscow

Research paper thumbnail of Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

Voprosy obrazovaniya / Educational Studies Moscow

Dynamics of academic performance of Russian school students depending on cultural capital and the... more Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students' educational attainment.

Research paper thumbnail of Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

Voprosy obrazovaniya / Educational Studies Moscow

Dynamics of academic performance of Russian school students depending on cultural capital and the... more Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students' educational attainment.

Research paper thumbnail of Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland

International Journal of Educational Development, 2016

We use the 2007 SACMEQ data to make traditional “upwardly biased” estimates of teacher and classr... more We use the 2007 SACMEQ data to make traditional “upwardly biased” estimates of teacher and classroom resource correlates of 6th grade student achievement in Swaziland, Kenya, and South Africa using an OLS model, and a “less biased causal” approach using a student fixed effects model. Our fixed effects model exploits the fact that most students in all three countries have different teachers for reading and mathematics. Each student is therefore subject to the “treatment” of different teacher characteristics and classroom resources, yielding a relatively unbiased but rather “stringent” estimate of teacher and classroom effects. Our results suggest that: (a) several important identifiable teacher characteristics and classroom resources affect student achievement in each country; that (b) those characteristics and resources may differ from one national context to another, between male and female students, and across socioeconomic groups of students; and that (c) the “upwardly biased” results generally differ from the “less biased causal” results. We discuss and attempt to explain these differences.

Research paper thumbnail of Which Teaching Practices Improve Student Performance on High-Stakes Exams? Evidence from Russia

Social Science Research Network, 2013

Research paper thumbnail of Does Shadow Education Help Students Prepare for College?

Social Science Research Network, 2014

Research paper thumbnail of Неэкономические эффекты дополнительного профессионального образования для российских работников

Journal of Economic Sociology, Mar 29, 2021

Research paper thumbnail of Diminishing Marginal Returns to Computer-Assisted Learning

Research paper thumbnail of Revisiting the Relationship Between International Assessment Outcomes and Educational Production

American Educational Research Journal, Jul 9, 2016

International assessments, such as the Program for International Student Assessment (PISA), are b... more International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Science Survey (TIMSS) test in 2011 and collected information on students' teachers in ninth grade. These data allowed us to more precisely estimate the effects of classroom variables on students' PISA performance. Our results suggest that the positive roles of teacher ''quality'' and ''opportunity to learn'' in improving student performance are much more modest than claimed in PISA documents.

Research paper thumbnail of Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

Voprosy obrazovaniâ, Dec 20, 2017

Dynamics of academic performance of Russian school students depending on cultural capital and the... more Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students' educational attainment.

Research paper thumbnail of Российская школа: альтернатива модернизации сверху

Voprosy Obrazovaniya / Educational Studies Moscow, 2011

Анализируются основные вызовы современному школьному образованию и успешный опыт ответов на эти в... more Анализируются основные вызовы современному школьному образованию и успешный опыт ответов на эти вызовы в разных странах. На основе результатов международных обследований качества образования и сравнительных образовательных исследований обсуждаются конкурентные преимущества российской системы образования и потенциал ее развития. Сегодня российскую школьную систему можно считать «скорее хорошей» — между «удовлетворительной» и «хорошей» по классификации компании «МакКинзи». Для перехода в разряд «очень хороших» или «отличных» можно применять разные варианты стратегий. В постсоветский период активно использовались реформирование системы в целом и ликвидация отставания. Эти стратегии опираются на администрирование как на основной ресурс. Они очень затратные, нечувствительны к локальным особенностям системы и способствуют накоплению «усталости от перемен». Возможна третья стратегия — развитие сильных сторон. Основным источником обновления в этом сценарии является инициатива и интерес успе...

Research paper thumbnail of Working Papers Series: Education

This study examines the relationship between teaching practices aimed at raising student performa... more This study examines the relationship between teaching practices aimed at raising student performance on a high stakes college entrance examination-the Russian Unified State Exam (USE) and student performance on that test. The study uses data from a school/classroom survey of almost 3,000 students conducted in 2010 in three Russian regions. The analysis employs a student fixed effects method that estimates the impact of teaching practices used by students' mathematics and Russian language teachers on students' exam results. To test for possible heterogeneous effects of practices in different academic tracks, the study estimates the practices' effect on USE scores for students in advanced and basic level tracks. The study finds that the only strategy with positive effects on test outcomes is greater amounts of subject-specific homework geared to different types of test items, and that the most effective type of homework differs across tracks. JEL classification: I21 (Analysis of Education).

Research paper thumbnail of Differences in General Education in Vocational and High Schools: Characteristics of Teachers and Teaching Practices in Mathematics

Voprosy obrazovaniya / Educational Studies Moscow, 2018

Every year, more and more middle school graduates opt for vocational high schools. They are norma... more Every year, more and more middle school graduates opt for vocational high schools. They are normally less academically successful students from lower economic and cultural backgrounds.

Research paper thumbnail of Revisiting the Relationship Between International Assessment Outcomes and Educational Production

American Educational Research Journal, 2016

International assessments, such as the Program for International Student Assessment (PISA), are b... more International assessments, such as the Program for International Student Assessment (PISA), are being used to recommend educational policies to improve student achievement. This study shows that the cross-sectional estimates behind such recommendations may be biased. We use a unique data set from one country that applied the PISA mathematics test in 2012 in ninth grade to all students who had taken the Trends in International Mathematics and Science Survey (TIMSS) test in 2011 and collected information on students’ teachers in ninth grade. These data allowed us to more precisely estimate the effects of classroom variables on students’ PISA performance. Our results suggest that the positive roles of teacher “quality” and “opportunity to learn” in improving student performance are much more modest than claimed in PISA documents.

Research paper thumbnail of Teacher wages and educational outcomes: evidence from the Russian school system

Research paper thumbnail of Does teaching to the test improve student learning?

International Journal of Educational Development

Research paper thumbnail of Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function

Research paper thumbnail of Regional Differences in Access to Educational Resources, Academic Results and Students’ Trajectories in Russia

Journal of Economic Sociology

лектронный журнал «Экономическая социология» издаётся с 2000 г. Учредителями являются Национальны... more лектронный журнал «Экономическая социология» издаётся с 2000 г. Учредителями являются Национальный исследовательский университет «Высшая школа экономики» (с 2007 г.) и Вадим Валерьевич Радаев (главный редактор). Цель журнала-утверждать международные стандарты экономико-социологических исследований в России, представлять современные работы российских и зарубежных авторов в области экономической социологии, информировать профессиональное сообщество о новых актуальных публикациях и исследовательских проектах, а также вовлекать в профессиональное сообщество молодых коллег. Журнал представляет собой специализированное академическое издание. В нём публикуются материалы, отражающие современное состояние экономической социологии и способствующие развитию данной области в её современном понимании. В числе приоритетных тем: теоретические направления экономической социологии, социологические исследования рынков и организаций, социально-экономические стратегии индивидов и домашних хозяйств, неформальная экономика. Также публикуются тексты из смежных дисциплин-неоинституциональной экономической теории, антропологии, экономической психологии и других областей, которые могут представлять интерес для экономсоциологов. Журнал публикует пять номеров в год: в январе, марте, мае, сентябре и ноябре. Доступ ко всем номерам журнала постоянный, свободный и бесплатный по адресу: http:// www.ecsoc.hse.ru. Каждый номер содержится в едином файле (10-12 п. л. в PDF). Журнал входит в список ВАК России, индексируется в Российском индексе научного цитирования (РИНЦ), Emerging Sources Citation Index (ESCI) из Web of Science Core Collection и Scopus (3 квартиль). Требования к авторам изложены по адресу: http://ecsoc.hse.ru/author_requirements. html В журнале применяется двойное анонимное рецензирование статей. Все материалы проходят через полный цикл редакторской обработки и корректуры. Плата с авторов журнала не взимается. Ускоренные сроки публикации статей не предусмотрены.

Research paper thumbnail of The effects of job-related training on the sense of control of male and female workers in Russia

International Journal of Lifelong Education

Research paper thumbnail of School Financing, Teacher Wages and Educational Outcomes: Evidence from the Russian School System

Research paper thumbnail of Parental Teaching-to-Read Practices and Children’s Reading Literacy in Russia according to PIRLS2011

Voprosy Obrazovaniya / Educational Studies Moscow

Research paper thumbnail of Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

Voprosy obrazovaniya / Educational Studies Moscow

Dynamics of academic performance of Russian school students depending on cultural capital and the... more Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students' educational attainment.

Research paper thumbnail of Educational Attainment and Social Inequality in Russia: Dynamics and Correlations with Education Policies

Voprosy obrazovaniya / Educational Studies Moscow

Dynamics of academic performance of Russian school students depending on cultural capital and the... more Dynamics of academic performance of Russian school students depending on cultural capital and the size of community is analyzed using PISA and TIMSS data. In order to reveal tendencies in TIMSS and PISA scores dynamics ten educational experts were interviewed. The last 15 years have witnessed a slight improvement in performance of Russian school students and a drop in social and territorial inequality. These changes do not affect all subject areas and result from educational attainment improvements in small populated localities and social groups of low cultural capital. Meanwhile, no growth has been observed in the scores of students with higher levels of cultural capital. The interviews shed light on possible changes in the education system associated with the dynamics of school students' educational attainment.

Research paper thumbnail of Do “better” teachers and classroom resources improve student achievement? A causal comparative approach in Kenya, South Africa, and Swaziland

International Journal of Educational Development, 2016

We use the 2007 SACMEQ data to make traditional “upwardly biased” estimates of teacher and classr... more We use the 2007 SACMEQ data to make traditional “upwardly biased” estimates of teacher and classroom resource correlates of 6th grade student achievement in Swaziland, Kenya, and South Africa using an OLS model, and a “less biased causal” approach using a student fixed effects model. Our fixed effects model exploits the fact that most students in all three countries have different teachers for reading and mathematics. Each student is therefore subject to the “treatment” of different teacher characteristics and classroom resources, yielding a relatively unbiased but rather “stringent” estimate of teacher and classroom effects. Our results suggest that: (a) several important identifiable teacher characteristics and classroom resources affect student achievement in each country; that (b) those characteristics and resources may differ from one national context to another, between male and female students, and across socioeconomic groups of students; and that (c) the “upwardly biased” results generally differ from the “less biased causal” results. We discuss and attempt to explain these differences.