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Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching

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  • Dan Goldhaber

    (University of Washington and the Urban Institute)

  • Emily Anthony

    (Urban Institute)

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    Abstract

    In this paper, we describe the results of a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher quality, and whether completing the NBPTS assessment process serves as a catalyst for increasing teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective teacher applicants and that National Board Certified Teachers are generally more effective than teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase teacher effectiveness. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.

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    Bibliographic Info

    Article provided by MIT Press in its journal The Review of Economics and Statistics.

    Volume (Year): 89 (2007)
    Issue (Month): 1 (February)
    Pages: 134-150

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    Handle: RePEc:tpr:restat:v:89:y:2007:i:1:p:134-150

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    Web: http://mitpress.mit.edu/journal-home.tcl?issn=00346535

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    Cited by:
    1. Gilpin, Gregory A., 2012. "Teacher salaries and teacher aptitude: An analysis using quantile regressions," Economics of Education Review, Elsevier, Elsevier, vol. 31(3), pages 15-29.
    2. C. Kirabo Jackson, 2013. "Match Quality, Worker Productivity, and Worker Mobility: Direct Evidence from Teachers," The Review of Economics and Statistics, MIT Press, MIT Press, vol. 95(4), pages 1096-1116, October.
    3. Rockoff, Jonah E. & Speroni, Cecilia, 2011. "Subjective and objective evaluations of teacher effectiveness: Evidence from New York City," Labour Economics, Elsevier, Elsevier, vol. 18(5), pages 687-696, October.
    4. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, Elsevier, vol. 95(7-8), pages 798-812, August.
    5. Torberg Falch & Kaare Johansen & Bjarne Stroem, 2008. "Teacher shortages and the business cycle," Working Paper Series, Department of Economics, Norwegian University of Science and Technology 9608, Department of Economics, Norwegian University of Science and Technology.
    6. Dhuey, Elizabeth & Smith, Justin, 2014. "How School Principals Influence Student Learning," IZA Discussion Papers 7949, Institute for the Study of Labor (IZA).
    7. Balineau, Gaëlle, 2013. "Disentangling the Effects of Fair Trade on the Quality of Malian Cotton," World Development, Elsevier, Elsevier, vol. 44(C), pages 241-255.
    8. Mingfeng Lin & Paulo Goes, 2012. "The Appeal of Third-party Certifications: Information Unraveling in Natural Experiments," Working Papers, NET Institute 12-02, NET Institute.
    9. Scott E. Carrell & James E. West, 2008. "Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors," NBER Working Papers 14081, National Bureau of Economic Research, Inc.
    10. Gilpin, Gregory & Kaganovich, Michael, 2012. "The quantity and quality of teachers: Dynamics of the trade-off," Journal of Public Economics, Elsevier, Elsevier, vol. 96(3), pages 417-429.
    11. Gregory Gilpin & Michael Kaganovich, 2009. "The Quantity and Quality of Teachers: A Dynamic Trade-off," CESifo Working Paper Series, CESifo Group Munich 2516, CESifo Group Munich.
    12. Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2012. "Measuring Test Measurement Error: A General Approach," NBER Working Papers 18010, National Bureau of Economic Research, Inc.
    13. Kukla-Acevedo, Sharon, 2009. "Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement," Economics of Education Review, Elsevier, Elsevier, vol. 28(1), pages 49-57, February.
    14. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," NBER Working Papers 13617, National Bureau of Economic Research, Inc.
    15. Goldschmidt, Pete & Phelps, Geoffrey, 2010. "Does teacher professional development affect content and pedagogical knowledge: How much and for how long?," Economics of Education Review, Elsevier, Elsevier, vol. 29(3), pages 432-439, June.

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