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How and Why do Teacher Credentials Matter for Student Achievement?

How and Why do Teacher Credentials Matter for Student Achievement?,Charles T. Clotfelter,Helen F. Ladd,Jacob L. Vigdor

How and Why do Teacher Credentials Matter for Student Achievement?   (Citations: 45)
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Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data set from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new - and, indeed, have been explored in many papers over the years within the rubric of the "education production function" - the availability of data on all teachers and students in North Carolina over a ten-year period allows us to explore them in more detail and with far more confidence than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economics characteristics of students, as measured, for example, by the education level of their parents.<br><br>Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at <a href="http://www.&#110ber.org/papers/&#119;12828" TARGET="_blank">www.nber.org.</a><br>
Published in 2007.
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    • ...For example, Lavy (2009) finds a higher effect of instructional time on mathematics with respect to reading scores, while Clotfelter, Ladd, and Vigdor (2007) show a stronger effect of teaching quality on mathematics compared to reading...

    Maria De Paolaet al. Class size effects on student achievement: heterogeneity across abilit...

    • ...A foolproof method of objectively identifying teacher quality, however, is elusive— research has linked teaching experience, National Board certification, and college selectivity with teacher effectiveness (e.g., Clotfelter, Ladd, & Vigdor, 2007), but variation in these observable traits explains only a small degree of the total observed variance in teacher quality (Aaronson et al., 2007)...
    • ...Clotfelter et al. (2007) perform analyses in another study on the relationship between student outcomes and teacher test performance and show that the relationship is nonlinear across the distribution of teacher test scores...

    Dan Goldhaber. Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher L...

    • ...certification exams (Boyd et al., 2007; Clotfelter et al., 2007; Goldhaber, 2007); National Board...
    • ...Certification (Clotfelter et al., 2007; Goldhaber and Anthony, 2007; Harris and Sass, 2007); ranking of...
    • ...undergraduate college (Boyd et al., in press; Clotfelter et al., 2007)...

    Don Boydet al. Measuring Effect Sizes: the Effect of Measurement Error

    • ...larger performance gains for their children (see, for example, Clotfelter et al. (2006, 2007), in...
    • ...examinations and teacher effectiveness (e.g., Clotfelter et al. (2006, 2007) and Goldhaber (2007),...

    Jonah E. Rockoffet al. Can You Recognize an Effective Teacher When You Recruit One?

    • ...elementary level (Clotfelter, Ladd and Vigdor 2006a; Clotfelter, Ladd and Vigdor...
    • ...estimates of the true effects of the credentials (Clotfelter, Ladd, and Vigdor 2006a)...

    Charles Clotfelteret al. High Poverty Schools and the Distribution of Teachers and Principals

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