Assessing difference: examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models
AbstractThis study explores important statistical issues on the appropriate functional form and model specification of the value-added educational achievement equation. We also wish to estimate the causal effect of a teacher’s institution of academic preparation and pedagogical training. Standardized test scores, viz., the Florida Comprehensive Assessment Tests (FCAT), provide a measure of pupil academic achievement. Accordingly, this study uses a value-added regression model to establish whether there is a “college preparation effect” on the average pupil’s FCAT reading and mathematics scores. We find that value-added regression analysis fails to uncover robust and substantive college preparation effects. Regardless of race (African American, Hispanic, or white), male or female status, or FCAT mathematics versus FCAT reading, pupil academic achievement does not vary substantively according to a teacher’s college of preparation. Further, the statistical significance of teacher program effects also depends on the functional form and specification of the value-added model.
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 27903.
Date of creation: 2010
Date of revision:
teacher quality; value-added model; historically black colleges and universities; HBCU; teacher productivity; education and value-added;
Find related papers by JEL classification:
- J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets
- I2 - Health, Education, and Welfare - - Education
- J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations
- J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, and Immigrants; Non-labor Discrimination
- J48 - Labor and Demographic Economics - - Particular Labor Markets - - - Particular Labor Markets; Public Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-01-16 (All new papers)
- NEP-EDU-2011-01-16 (Education)
- NEP-LAB-2011-01-16 (Labour Economics)
- NEP-URE-2011-01-16 (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.:
- 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.
- Harris, Douglas N. & Sass, Tim R., 2011.
"Teacher training, teacher quality and student achievement,"
Journal of Public Economics,
Elsevier, vol. 95(7), pages 798-812.
- Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
- Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
- Mason, Patrick L., 2010. "Examining FAMU’s supply of teachers: a value-added analysis of college of preparation on pupil academic achievement," MPRA Paper 27904, University Library of Munich, Germany.
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