Donald Boyd Hamilton Lankford Susanna Loeb Jonah Rockoff James Wyckoff
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.
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Paper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number
14021.
Length: Date of creation: Jun 2008 Date of revision: Handle: RePEc:nbr:nberwo:14021
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Find related papers by JEL classification: I21 - Health, Education, and Welfare - - Education - - - Analysis of Education J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets
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References listed on IDEAS 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 & Daniel M. O'Brien & Steven G. Rivkin, 2005.
"The Market for Teacher Quality,"
NBER Working Papers
11154, National Bureau of Economic Research, Inc.
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