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Teacher qualifications and student achievement in urban elementary schools

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  • Buddin, Richard
  • Zamarro, Gema

Abstract

Teacher quality is a key element of student academic success, but few specific teacher characteristics influence classroom outcomes. This research examines whether teacher licensure test scores and other teacher attributes affect elementary student achievement. The results are based on longitudinal student-level data from Los Angeles. California requires three types of teacher licensure tests as part of the teacher certification process; a general knowledge test, a subject area test (single subject for secondary teachers and multiple subject for elementary teachers), and a reading pedagogy test for elementary school teachers. The student achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show large differences in teacher quality across the school district, but measured teacher characteristics explain little of the difference. Teacher licensure test scores are unrelated to teacher success in the classroom. Similarly, student achievement is unaffected by whether classroom teachers have advanced degrees. Student achievement increases with teacher experience, but the linkage is weak and largely reflects poor outcomes for teachers during their first year or two in the classroom.

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Bibliographic Info

Article provided by Elsevier in its journal Journal of Urban Economics.

Volume (Year): 66 (2009)
Issue (Month): 2 (September)
Pages: 103-115

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Handle: RePEc:eee:juecon:v:66:y:2009:i:2:p:103-115

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Web page: http://www.elsevier.com/locate/inca/622905

Related research

Keywords: Teacher quality Teacher licensure Student achievement Two-level fixed effects Education production function;

References

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Citations

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Cited by:
  1. Ozkan Eren & Daniel J. Henderson, 2009. "Are We Wasting Our Children’s Time by Giving them More Homework?," Working Papers, University of Nevada, Las Vegas , Department of Economics 0907, University of Nevada, Las Vegas , Department of Economics.
  2. Eisenkopf, Gerald & Wohlschlegel, Ansgar, 2012. "Regulation in the market for education and optimal choice of curriculum," Journal of Urban Economics, Elsevier, Elsevier, vol. 71(1), pages 53-65.
  3. Buddin, Richard, 2010. "How effective are Los Angeles elementary teachers and schools?," MPRA Paper 27366, University Library of Munich, Germany.
  4. Elizabeth Dhuey & Justin Smith, 2014. "How important are school principals in the production of student achievement?," Canadian Journal of Economics, Canadian Economics Association, Canadian Economics Association, vol. 47(2), pages 634-663, May.
  5. Engberg, John & Gill, Brian & Zamarro, Gema & Zimmer, Ron, 2012. "Closing schools in a shrinking district: Do student outcomes depend on which schools are closed?," Journal of Urban Economics, Elsevier, Elsevier, vol. 71(2), pages 189-203.
  6. Buddin, Richard, 2011. "Measuring teacher and school effectiveness at improving student achievement in Los Angeles elementary schools," MPRA Paper 31963, University Library of Munich, Germany.
  7. Richard Buddin & Gema Zamarro, 2009. "Teacher Effectiveness in Urban High Schools," Working Papers, RAND Corporation Publications Department 693, RAND Corporation Publications Department.
  8. Mark Hoekstra, 2010. "Are School Counselors a Cost-Effective Education Input?," Working Papers, University of Pittsburgh, Department of Economics 396, University of Pittsburgh, Department of Economics, revised Jan 2011.
  9. Richard Buddin & Gema Zamarro, 2009. "Teacher Qualifications and Middle School Student Achievement," Working Papers, RAND Corporation Publications Department 671, RAND Corporation Publications Department.
  10. Nghiem, Son & Nguyen, Ha & Connelly, Luke, 2014. "The Efficiency of Australian Schools: Evidence from the NAPLAN Data 2009-2011," MPRA Paper 56231, University Library of Munich, Germany.

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