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The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools

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Author Info

  • Donald Boyd

    (Deputy Director of the Center for Policy Research, University at Albany)

  • Hamilton Lankford

    (Professor of Educational Administration and Policy Studies, University at Albany)

  • Susanna Loeb

    (Associate Professor of Education, Stanford University)

  • Jonah Rockoff

    (Associate Professor of Finance and Economics, Columbia University)

  • James Wyckoff

    (Professor, Curry School of Education, University of Virginia)

Abstract

The gap between the qualifications of New York City teachers in high-poverty schools and low-poverty schools has narrowed substantially since 2000. Most of this gap-narrowing resulted from changes in the characteristics of newly hired teachers, and largely has been driven by the virtual elimination of newly hired uncertified teachers coupled with an influx of teachers with strong academic backgrounds in the Teaching Fellows program and Teach for America. The improvements in teacher qualifications, especially among the poorest schools, appear to have resulted in improved student achievement. By estimating the effect of teacher attributes using a value-added model, the analyses in this paper predict that observable qualifications of teachers resulted in average improved achievement for students in the poorest decile of schools of .03 standard deviations, about half the difference between being taught by a first year teacher and a more experienced teacher. If limited to teachers who are in the first or second year of teaching, where changes in qualifications are greatest, the gain equals two-thirds of the first-year experience effect.

(This abstract was borrowed from another version of this item.)

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File URL: http://hdl.handle.net/10.1002/pam.20377
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Bibliographic Info

Article provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.

Volume (Year): 27 (2008)
Issue (Month): 4 ()
Pages: 793-818

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Handle: RePEc:wly:jpamgt:v:27:y:2008:i:4:p:793-818

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Web page: http://www3.interscience.wiley.com/journal/34787/home

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  1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, Econometric Society, vol. 73(2), pages 417-458, 03.
  2. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "How and Why do Teacher Credentials Matter for Student Achievement?," NBER Working Papers 12828, National Bureau of Economic Research, Inc.
  3. Eric A. Hanushek & John F. Kain & Daniel M. O'Brien & Steven G. Rivkin, 2005. "The Market for Teacher Quality," NBER Working Papers 11154, National Bureau of Economic Research, Inc.
  4. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, American Economic Association, vol. 94(2), pages 247-252, May.
  5. Krieg, John M., 2006. "Teacher quality and attrition," Economics of Education Review, Elsevier, Elsevier, vol. 25(1), pages 13-27, February.
  6. Eric A. Hanushek & EJohn F. Kain & Steven G. Rivkin, 2004. "Why Public Schools Lose Teachers," Journal of Human Resources, University of Wisconsin Press, vol. 39(2).
  7. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, Elsevier, vol. 27(6), pages 615-631, December.
  8. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," NBER Working Papers 11936, National Bureau of Economic Research, Inc.
  9. Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, University of Chicago Press, vol. 25, pages 95-135.
  10. Bonesronning, Hans & Falch, Torberg & Strom, Bjarne, 2005. "Teacher sorting, teacher quality, and student composition," European Economic Review, Elsevier, Elsevier, vol. 49(2), pages 457-483, February.
  11. Donald Boyd & Pam Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "Who Leaves? Teacher Attrition and Student Achievement," NBER Working Papers 14022, National Bureau of Economic Research, Inc.
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Cited by:
  1. 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.
  2. Steven Glazerman & Hanley Chiang & Alison Wellington & Jill Constantine & Dan Player, 2011. "Impacts of Performance Pay Under the Teacher Incentive Fund: Study Design Report," Mathematica Policy Research Reports, Mathematica Policy Research 7407, Mathematica Policy Research.
  3. Jesse Rothstein, 2009. "Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables," Education Finance and Policy, MIT Press, vol. 4(4), pages 537-571, October.
  4. Eric A. Hanushek, 2010. "The Economic Value of Higher Teacher Quality," NBER Working Papers 16606, National Bureau of Economic Research, Inc.
  5. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, MIT Press, MIT Press, vol. 125(1), pages 175-214, February.
  6. Jonah E. Rockoff & Brian A. Jacob & Thomas J. Kane & Douglas O. Staiger, 2008. "Can You Recognize an Effective Teacher When You Recruit One?," NBER Working Papers 14485, National Bureau of Economic Research, Inc.
  7. Valletta, Robert G. & Hoff, K. Jody & Lopus, Jane S., 2012. "Lost in Translation? Teacher Training and Outcomes in High School Economics Classes," IZA Discussion Papers 6402, Institute for the Study of Labor (IZA).
  8. Allison Atteberry & Susanna Loeb & James Wyckoff, 2013. "Do First Impressions Matter? Improvement in Early Career Teacher Effectiveness," NBER Working Papers 19096, National Bureau of Economic Research, Inc.
  9. Konstantopoulos, Spyros & Sun, Min, 2011. "Is the Persistence of Teacher Effects in Early Grades Larger for Lower-Performing Students?," IZA Discussion Papers 5974, Institute for the Study of Labor (IZA).
  10. Mason, Patrick L., 2010. "“Does teacher preparation matter? pupil academic achievement and teacher’s college preparation”," MPRA Paper 20060, University Library of Munich, Germany.
  11. Robert G. Valletta & K. Jody Hoff & Jane S. Lopus, 2012. "Lost in translation? teacher training and outcomes in high school economics classes," Working Paper Series, Federal Reserve Bank of San Francisco 2012-03, Federal Reserve Bank of San Francisco.
  12. Newton, Xiaoxia A. & Poon, Rebecca C. & Nunes, Nicole L. & Stone, Elisa M., 2013. "Research on teacher education programs: Logic model approach," Evaluation and Program Planning, Elsevier, Elsevier, vol. 36(1), pages 88-96.
  13. Arlette Beltrán & Janice Seinfeld, 2011. "Hacia una educación de calidad en el Perú: El heterogéneo impacto de la educación inicial sobre el rendimiento escolar," Working Papers, Departamento de Economía, Universidad del Pacífico 11-06, Departamento de Economía, Universidad del Pacífico, revised Sep 2011.
  14. Donald Boyd & Pam Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "Who Leaves? Teacher Attrition and Student Achievement," NBER Working Papers 14022, National Bureau of Economic Research, Inc.
  15. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2012. "The Aftermath of Accelerating Algebra: Evidence from a District Policy Initiative," NBER Working Papers 18161, National Bureau of Economic Research, Inc.
  16. Richard J. Murnane & John P. Papay, 2010. "Teachers' Views on No Child Left Behind: Support for the Principles, Concerns about the Practices," Journal of Economic Perspectives, American Economic Association, American Economic Association, vol. 24(3), pages 151-66, Summer.

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