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The gateway to the profession: Assessing teacher preparation programs based on student achievement

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  • Goldhaber, Dan
  • Liddle, Stephanie
  • Theobald, Roddy
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    Abstract

    With teacher quality repeatedly cited as the most important schooling factor influencing student achievement, there has been increased interest in examining the efficacy of teacher training programs. This paper presents the results of research investigating the relationship between teachers who graduate from different training programs and student achievement on state reading and math tests. Using a novel methodology that allows teacher training effects to decay, we find that training institution indicators explain a statistically significant portion of the variation in student achievement in reading, but not in math. Moreover, there is evidence that graduates from some specific training programs are differentially effective at teaching reading than the average teacher trained out-of-state and that these differences are large enough to be educationally meaningful.

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    Bibliographic Info

    Article provided by Elsevier in its journal Economics of Education Review.

    Volume (Year): 34 (2013)
    Issue (Month): C ()
    Pages: 29-44

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    Handle: RePEc:eee:ecoedu:v:34:y:2013:i:c:p:29-44

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    Web page: http://www.elsevier.com/locate/econedurev

    Related research

    Keywords: Teacher training; Value added; Teacher education;

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    References

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    20. Dan Goldhaber, 2007. "Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?," Journal of Human Resources, University of Wisconsin Press, vol. 42(4).
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    Cited by:
    1. Rosangela Bando & Xia Li, 2014. "The Effect of In-Service Teacher Training on Student Learning of English as a Second Language," IDB Publications 86173, Inter-American Development Bank.

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