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Teacher Effectiveness in Urban High Schools

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  • Richard Buddin

    ()

  • Gema Zamarro

    ()

Abstract

This research examines whether teacher licensure test scores and other teacher qualifications affect high 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 English Language Arts (ELA) or math. Similarly, teacher aptitude and subject-matter knowledge, as measured on state licensure tests, have no significant effects on student achievement. Achievement outcomes differ substantially from teacher to teacher, however, and the effects of a good ELA or math teacher spillover from one subject to the other.

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Bibliographic Info

Paper provided by RAND Corporation Publications Department in its series Working Papers with number 693.

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Length: 42 pages
Date of creation: Aug 2009
Date of revision:
Handle: RePEc:ran:wpaper:693

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Related research

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

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References

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  1. Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
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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.

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