IDEAS home Printed from https://ideas.repec.org/a/tpr/edfpol/v4y2009i3p229-262.html
   My bibliography  Save this article

National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?

Author

Listed:
  • Dan Goldhaber

    (Center on Reinventing Public Education, University of Washington)

  • Michael Hansen

    (Center on Reinventing Public Education, University of Washington)

Abstract

Investment in the certification of teachers by the National Board of Professional Teaching Standards (NBPTS) represents a significant policy initiative for the nation's public school teachers. This article investigates the potential impact of NBPTS certification on teachers' career paths. Using a competing risks model on data from North Carolina public schools, we find evidence that those teachers who apply to NBPTS are more likely to be mobile than are nonapplicants, particularly after they have gone through the certification process. Regression discontinuity estimates suggest that National Board–certified teachers are more likely than unsuccessful applicants to leave the North Carolina public school system and that this appears to result from certified teachers exiting high-minority schools, particularly Charlotte-Mecklenburg schools. © 2009 American Education Finance Association

Suggested Citation

  • Dan Goldhaber & Michael Hansen, 2009. "National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?," Education Finance and Policy, MIT Press, vol. 4(3), pages 229-262, July.
    • Handle: RePEc:tpr:edfpol:v:4:y:2009:i:3:p:229-262
    as

    Download full text from publisher

    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.3.229
    Download Restriction: no
    ---><---

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    2. Gregory Elacqua & Diana Hincapie & Isabel Hincapie & Veronica Montalva, 2022. "Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 41(2), pages 603-631, March.
    3. Cowan, James & Goldhaber, Dan, 2018. "Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State," Economics of Education Review, Elsevier, vol. 65(C), pages 138-152.
    4. Joshua M. Cowen & Marcus A. Winters, 2013. "Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida," Education Finance and Policy, MIT Press, vol. 8(1), pages 14-42, January.
    5. Cowen, Joshua M. & Butler, J.S. & Fowles, Jacob & Streams, Megan E. & Toma, Eugenia F., 2012. "Teacher retention in Appalachian schools: Evidence from Kentucky," Economics of Education Review, Elsevier, vol. 31(4), pages 431-441.
    6. Berlinski, Samuel & Ramos, Alejandra, 2020. "Teacher mobility and merit pay: Evidence from a voluntary public award program," Journal of Public Economics, Elsevier, vol. 186(C).

    More about this item

    Keywords

    National Board of Professional Teaching Standards; teacher certification; public school teachers; North Carolina;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:tpr:edfpol:v:4:y:2009:i:3:p:229-262. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Kelly McDougall (email available below). General contact details of provider: https://direct.mit.edu/journals .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.