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The Value of a College Education: Estimating the Effect of Teacher Preparation on Student Achievement

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Author Info

  • Sharon Kukla-Acevedo

    ()
    (Deparment of Political Science, Central Michigan University)

  • Eugenia F. Toma

    (Martin School of Public Policy and Administration, University of Kentucky)

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    Abstract

    Federal legislation currently holds institutions of higher education accountable for the quality of teachers that they produce. However research has yet to demonstrate that teacher preparation programs (TPPs) have differential effects on the quality of teachers they produce in terms of student achievement. This study uses data from a sample of 2,582 5th grade math students in an urban school district in Kentucky and a school fixed effects design to explore the variation in average TPP effects. The authors find that TPPs are differentially effective in training teachers, which in turn impacts student performance on 5th grade math scores. There is also some indication that these differential effects converge around teachers’ fifth year of teaching.

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    File URL: http://www.ifigr.org/publication/ifir_working_papers/IFIR-WP-2009-06.pdf
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    Bibliographic Info

    Paper provided by University of Kentucky, Institute for Federalism and Intergovernmental Relations in its series Working Papers with number 2009-06.

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    Length: 34 pages
    Date of creation: Jan 2009
    Date of revision:
    Handle: RePEc:ifr:wpaper:2009-06

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    Related research

    Keywords: Student achievement; teacher preparation; teacher effects;

    This paper has been announced in the following NEP Reports:

    References

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    1. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2006. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," Education Finance and Policy, MIT Press, vol. 1(2), pages 176-216, April.
    2. Jesse Rothstein, 2010. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," The Quarterly Journal of Economics, MIT Press, vol. 125(1), pages 175-214, February.
    3. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, 03.
    4. Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
    5. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "Teacher Preparation and Student Achievement," Working Papers id:1659, eSocialSciences.
    6. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," Journal of Human Resources, University of Wisconsin Press, vol. 41(4).
    7. Ehrenberg, Ronald G. & Brewer, Dominic J., 1994. "Do school and teacher characteristics matter? Evidence from High School and Beyond," Economics of Education Review, Elsevier, vol. 13(1), pages 1-17, March.
    8. Summers, Anita A & Wolfe, Barbara L, 1977. "Do Schools Make a Difference?," American Economic Review, American Economic Association, vol. 67(4), pages 639-52, September.
    9. 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.
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