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Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects

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Author Info
Charles T. Clotfelter
Helen F. Ladd
Jacob L. Vigdor

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Abstract

We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students -- a pattern we also document -- contributes to achievement gaps in high school.

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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 13617.

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Date of creation: Nov 2007
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Handle: RePEc:nbr:nberwo:13617

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Find related papers by JEL classification:
I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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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.:
  1. 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). [Downloadable!] (restricted)
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  2. Hanushek, Eric A. & Rivkin, Steven G., 2006. "Teacher Quality," Handbook of the Economics of Education, Elsevier. [Downloadable!] (restricted)
  3. Jnah 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. [Downloadable!]
  4. 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. [Downloadable!] (restricted)
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  5. 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. [Downloadable!] (restricted)
  6. 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. [Downloadable!] (restricted)
  7. Dan Goldhaber & Emily Anthony, 2007. "Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching," The Review of Economics and Statistics, MIT Press, vol. 89(1), pages 134-150, 01. [Downloadable!] (restricted)
  8. Hanushek, E.A.omson, W., 1996. "Assessing the Effects of School Resources on Student Performance : An Update," RCER Working Papers 424, University of Rochester - Center for Economic Research (RCER).
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  1. Gianna Barbieri & Piero Cipollone & Paolo Sestito, 2008. "Labour market for teachers: Demographic characteristics and allocative mechanisms," Temi di discussione (Economic working papers) 672, Bank of Italy, Economic Research Department. [Downloadable!]
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