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Teacher Qualifications and Middle School Student Achievement

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  • Richard Buddin

    ()

  • Gema Zamarro

    ()

Abstract

This research examines whether teacher licensure test scores and other teacher qualifications affect middle school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in reading or math. Similarly, licensure test scores in general aptitude, subject-matter knowledge, and reading pedagogy had no significant effects on student achievement. Teachers with elementary school credentials had slightly better success in the classroom than did teachers with secondary school credentials.

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File URL: http://www.rand.org/content/dam/rand/pubs/working_papers/2009/RAND_WR671.pdf
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Bibliographic Info

Paper provided by RAND Corporation Publications Department in its series Working Papers with number 671.

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Length: 50 pages
Date of creation: Jun 2009
Date of revision:
Handle: RePEc:ran:wpaper:671

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Related research

Keywords: teacher quality; teacher licensure; student achievement; middle school; two-level fixed effects; education production function;

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References

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Cited by:
  1. Buddin, Richard, 2011. "Measuring teacher and school effectiveness at improving student achievement in Los Angeles elementary schools," MPRA Paper 31963, University Library of Munich, Germany.
  2. Richard Buddin & Gema Zamarro, 2009. "Teacher Effectiveness in Urban High Schools," Working Papers 693, RAND Corporation Publications Department.

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