Ten plus sample

Table 7: Effects of Teaching Practices by Pooled Math and Science and pooled Hebrew and English Samples, Based on a Model with Pupil and School Fixed Effects

Notes: Columns 1-2 report the estimates and robust standard errors (in parentheses) from regressions of the four treatment variables on pupils' achievements based on a sample that includes the Math and Science test scores. Columns 3-4 report the respective estimates from a sample that includes the Hebrew and English test scores. The estimates are based on the pupil and school fixed effect model. See notes to Table 5 for the controls included in these regressions. The estimates presented in panel A are based on the five plus sample and the estimates in panel B are based on the ten plus sample.

T4: Transparency, fairness and feedback

Math and Science Hebrew and English

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills

T3: Instilment of capacity for individual study

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills

T3: Instilment of capacity for individual study

T4: Transparency, fairness and feedback

Boys Girl High SES Low SES

(1) (2) (3) (4)

A. Five plus sample

0.213 0.997 0.119 0.940 (0.439) (0.426) (0.503) (0.412) 0.742 0.303 0.362 0.357 (0.437) (0.400) (0.527) (0.388) -0.591 -0.220 -0.018 -0.409 (0.316) (0.289) (0.388) (0.288) 0.443 -0.174 0.308 0.116 (0.282) (0.278) (0.327) (0.277) N 10230 10438 7860 12740

B. Ten plus sample

0.241 1.220 -0.101 1.137 (0.468) (0.439) (0.538) (0.424) 0.887 0.163 0.631 0.459 (0.468) (0.414) (0.575) (0.400) -0.885 -0.291 -0.097 -0.547 (0.339) (0.296) (0.405) (0.298) 0.503 -0.244 0.367 0.120 (0.303) (0.286) (0.358) (0.284) N 8922 9254 6645 11468

Notes: This table reports pupil and school fixed effects estimates of the effect of the four teaching practice measures on various subsamples of students. All four teaching practices are entered simultaneously as treatment variables in the regressions. The High and low SES samples refer to high and low parental schooling, respectively. Robust standard errors are presented in parenthesis. See notes to Table 5 for list of controls that are included in each of the four regressions.

Table 8: Effects of Teaching Practices on Pupils’ Test Scores By Gender and Parental Education Based on a Pupil and School Fixed Effect Model

T4: Transparency, fairness and feedback

T3: Instilment of capacity for individual study

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills

T3: Instilment of capacity for individual study

T4: Transparency, fairness and feedback

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills (1) (2) 0.420 0.108 (0.155) (0.150) 0.367 0.271 (0.181) (0.175) 0.123 0.311 (0.165) (0.159) 0.038 0.247 (0.154) (0.149) 0.074 0.178 (0.121) (0.117) N 20660

Notes: This table reports pupil and school fixed effects estimates of the effect of the first two teaching practice measures on test scores. The two measures are entered jointly as treatment variables in the regressions. The estimates in each row are from one regression based on the five plus sample. The dependant variable is a product of the z_score and the dummy indicator for the specified percentile. The Panel includes pupils from secular schools, with 5 or more pupils in the panel. Robust standard errors are reported in parenthesis.

Table 9: Effect of Teaching Practices by Percentiles of Test Scores Distribution Above 25th percentile Above 90th percentile Above 80th percentile Above 75th percentile Above 50th percentile The outcome measures are the product of the z score and a 0/1 dummy indicator of percentile ranking of students

T1 T2 T3 T4 (1) (2) (3) (4) T1 1 T2 0.810 1 T3 0.809 0.873 1 T4 0.543 0.439 0.436 1

Table A1: Correlations Between Treatment Variables

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills

T3: Instilment of capacity for individual study T4: Transparency, fairness and feedback Notes:

English Hebrew Math Science (1) (2) (3) (4) 1.030 0.550 0.747 0.869 (0.492) (0.549) (0.482) (0.579) 0.578 0.631 0.015 0.898 (0.476) (0.527) (0.464) (0.565) N 5100 5096 5292 5172 0.987 0.556 0.931 1.008 (0.527) (0.583) (0.509) (0.613) 0.470 0.715 0.060 1.025 (0.510) (0.561) (0.490) (0.603) N 4494 4496 4640 4538

Table A2: Effect of Teaching Practices on Pupils Test Scores by Subjects

A. Five plus sample

B. Ten plus sample

Notes: Columns 1-4 report the estimates and robust standard errors (in parentheses) from regressions of the four treatment variables on pupils' achievements for each subject separately. All four teaching practices are included jointly as treatment variables in the regressions. See notes to Table 5 for the controls included in these regressions. The estimates presented in panel A are based on the five plus sample and the estimates in panel B are based on the ten plus sample.

T1: Instilment of knowledge and enhancement of comprehension

T2: Instilment of analytical and critical skills

T1: Instilment of knowledge and enhancement of comprehension

T2: Instilment of analytical and critical skills

All Boys Girls High SES Low SES (1) (2) (3) (4) (5) 0.824 0.072 1.198 -0.201 1.062 (0.341) (0.520) (0.492) (0.588) (0.483) 0.679 0.864 0.446 0.630 0.476 (0.329) (0.519) (0.462) (0.616) (0.456) -0.180 -0.381 -0.195 0.024 -0.364 (0.241) (0.375) (0.335) (0.454) (0.339) 0.212 0.469 -0.004 0.403 0.131 (0.222) (0.334) (0.321) (0.381) (0.324) N 15374 7605 7769 5878 9448 0.848 0.045 1.313 -0.511 1.201 (0.360) (0.554) (0.506) (0.630) (0.494) 0.712 1.024 0.320 1.020 0.598 (0.350) (0.555) (0.478) (0.673) (0.469) -0.301 -0.705 -0.230 -0.049 -0.514 (0.254) (0.402) (0.342) (0.475) (0.350) 0.248 0.548 -0.057 0.497 0.087 (0.236) (0.359) (0.330) (0.418) (0.333) N 13534 6639 6895 4975 8514

T1: Instilment of knowledge and enhancement of comprehension

English, Hebrew and Science

Table A3: Estimates of the Effect of Teaching Practices on Pupils’ Test Scores:

A. Five plus sample

T3: Instilment of capacity for individual study

T4: Transparency, fairness and feedback

Notes: This table reports pupil and school fixed effects estimates of the effect of the four teaching practice measures on pupils test scores measured as z scores. Test scores in mathematics are excluded from these regressions. The z scores are computed based on the full sample. The controls added are four subject dummies, class size, class means of the pupils' characteristics and several class climate measure (class means of level of noise, incidence of violence, discipline). The estimates presented in panel A are based on the five plus sample and the estimates in panel B are based on the ten plus sample.

T2: Instilment of analytical and critical skills

T3: Instilment of capacity for individual study

T4: Transparency, fairness and feedback

B. Ten plus sample

T1: Instilment of knowledge and enhancement of comprehension T2: Instilment of analytical and critical skills