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National Board Teachers Are More Effective, But Are They in the Classrooms Where They're Needed the Most?

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  • Dan Goldhaber

    ()
    (Evans School of Public Affairs, University of Washington)

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    Abstract

    This brief summarizes findings from several research articles that focus on the National Board for Professional Teaching Standards (NBPTS). This work focuses on three key questions: Who applies for and becomes National Board certified? Where do National Board Certified Teachers (NBCTs) teach? Are they more effective than other teachers? The findings suggest that: (1) teachers are less likely to become certified if teaching disadvantaged students; (2) NBCTs are more effective than noncertified NBPTS-applicants and nonapplicants; and (3) the mobility patterns of NBCTs decrease the chances that low-performing students will be taught by a teacher with this credential. © 2006 American Education Finance Association

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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2006.1.3.372
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    Bibliographic Info

    Article provided by MIT Press in its journal Education Finance and Policy.

    Volume (Year): 1 (2006)
    Issue (Month): 3 (June)
    Pages: 372-382

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    Handle: RePEc:tpr:edfpol:v:1:y:2006:i:3:p:372-382

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    Web page: http://mitpress.mit.edu/journals/

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    Web: http://www.mitpressjournals.org/loi/edfp

    Related research

    Keywords: National Board for Professional Teaching Standards; National Board Certified Teachers; teacher certification; teacher mobility;

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