Abstract
The effects of teacher education on public school students’ performance are assessed through a value-added model that deals with endogeneity. No statistically significant effects of higher education were found on students’ proficiency. However, students who had teachers with major in Mathematics showed an average gain in proficiency in Mathematics of about 4 points on the SAEB scale (7% of 𝜎) higher than students who had teachers without higher education. On the other hand, the effect of teachers who have major in Languages was lower, with an average proficiency gain in Mathematics of about 14 points (2,6% of 𝜎).
