It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness
AbstractNeither holding a college major in education nor acquiring a master's degree is correlated with elementary and middle school teaching effectiveness, regardless of the university at which the degree was earned. Teachers generally do become more effective with a few years of teaching experience, but we also find evidence that teachers may become less effective with experience, particularly later in their careers. These and other findings with respect to the correlates of teacher effectiveness are obtained from estimations using value-added models that control for student characteristics as well as school and (where appropriate teacher) fixed effects in order to measure teacher effectiveness in reading and math for Florida students in fourth through eighth grades for eight school years, 2001-2002 through 2008-2009.
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Bibliographic InfoArticle provided by Elsevier in its journal Economics of Education Review.
Volume (Year): 30 (2011)
Issue (Month): 3 (June)
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Web page: http://www.elsevier.com/locate/econedurev
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- Escardíbul, Josep Oriol & Calero, Jorge, 2013. "Two Quality Factors In The Education System: Teaching Staff And School Autonomy. The Current State Of Research," Regional and Sectoral Economic Studies, Euro-American Association of Economic Development, vol. 13(3), pages 5-18.
- Goldhaber, Dan & Liddle, Stephanie & Theobald, Roddy, 2013. "The gateway to the profession: Assessing teacher preparation programs based on student achievement," Economics of Education Review, Elsevier, vol. 34(C), pages 29-44.
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NBER Working Papers
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- Feng, Li & Sass, Tim R., 2013. "What makes special-education teachers special? Teacher training and achievement of students with disabilities," Economics of Education Review, Elsevier, vol. 36(C), pages 122-134.
- Jones, Michael D., 2013. "Teacher behavior under performance pay incentives," Economics of Education Review, Elsevier, vol. 37(C), pages 148-164.
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