What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City
AbstractWe use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. On average, the certification status of a teacher has at most small impacts on student test performance. However, among those with the same certification status, there are large and persistent differences in teacher effectiveness. This evidence suggests that classroom performance during the first two years, rather than certification status, is a more reliable indicator of a teacher's future effectiveness. We also evaluate turnover among teachers with different certification status, and the impact on student achievement of hiring teachers with predictably high turnover. Given relatively modest estimates of experience differentials, even high turnover groups (such as Teach for America participants) would have to be only slightly more effective in their first year to offset the negative effects of their high exit rates.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 12155.
Date of creation: Apr 2006
Date of revision:
Contact details of provider:
Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.
Web page: http://www.nber.org
More information through EDIRC
Other versions of this item:
- 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, vol. 27(6), pages 615-631, December.
This paper has been announced in the following NEP Reports:
- NEP-ALL-2006-04-22 (All new papers)
- NEP-EDU-2006-04-22 (Education)
- NEP-URE-2006-04-22 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Eric A. Hanushek & John F. Kain & Steven G. Rivkin, 1998.
"Teachers, Schools, and Academic Achievement,"
NBER Working Papers
6691, National Bureau of Economic Research, Inc.
- 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.
- Ballou, Dale, 1996. "Do Public Schools Hire the Best Applicants?," The Quarterly Journal of Economics, MIT Press, vol. 111(1), pages 97-133, February.
- Figlio, David N., 2006.
"Testing, crime and punishment,"
Journal of Public Economics,
Elsevier, vol. 90(4-5), pages 837-851, May.
- Douglas N. Harris & Tim R. Sass, 2009. "The effects of NBPTS-certified teachers on student achievement," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 28(1), pages 55-80.
- Brian A. Jacob & Steven D. Levitt, 2003.
"Rotten Apples: An Investigation Of The Prevalence And Predictors Of Teacher Cheating,"
The Quarterly Journal of Economics,
MIT Press, vol. 118(3), pages 843-877, August.
- Brian A. Jacob & Steven D. Levitt, 2003. "Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating," NBER Working Papers 9413, National Bureau of Economic Research, Inc.
- David N. Figlio & Joshua Winicki, 2002.
"Food for Thought: The Effects of School Accountability Plans on School Nutrition,"
NBER Working Papers
9319, National Bureau of Economic Research, Inc.
- Figlio, David N. & Winicki, Joshua, 2005. "Food for thought: the effects of school accountability plans on school nutrition," Journal of Public Economics, Elsevier, vol. 89(2-3), pages 381-394, February.
- 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.
- 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.
- 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.
- Hanushek, Eric, 1971. "Teacher Characteristics and Gains in Student Achievement: Estimation Using Micro Data," American Economic Review, American Economic Association, vol. 61(2), pages 280-88, May.
This item has more than 25 citations. To prevent cluttering this page, these citations are listed on a separate page. reading list or among the top items on IDEAS.Access and download statistics
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ().
If references are entirely missing, you can add them using this form.