Examining FAMU’s supply of teachers: a value-added analysis of college of preparation on pupil academic achievement
AbstractSome teacher preparation institutions may provide higher quality teachers than others. Pupil academic achievement is one measure of the quality of teaching. Standardized test scores, e.g., the Florida Comprehensive Assessment Tests (FCAT), provide a measure of pupil academic achievement. This study seeks to ascertain whether Florida Agricultural & Mechanical University (FAMU) has a “college preparation effect” on the average pupil’s FCAT reading and mathematics scores. We find that the quality of FAMU’s teachers is statistically indistinguishable from the quality of teachers prepared by all other public colleges and universities in the state of Florida. This appears to be a robust conclusion. Our results are roughly the same regardless of whether we confine the sample to pupils matched with traditionally trained teachers (college of education graduates), all teachers, all traditionally trained African American teachers, or all African American teachers.
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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 27904.
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
- J48 - Labor and Demographic Economics - - Particular Labor Markets - - - Particular Labor Markets; Public Policy
- J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
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.:
- 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.
- Mason, Patrick L., 2010. "“Does teacher preparation matter? pupil academic achievement and teacher’s college preparation”," MPRA Paper 20060, University Library of Munich, Germany.
- Mason, Patrick L., 2010. "Assessing difference: examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models," MPRA Paper 27903, University Library of Munich, Germany.
- 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.
- 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.
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