IDEAS home Printed from https://ideas.repec.org/
MyIDEAS: Login to save this article or follow this journal

How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

  • Donald Boyd

    ()

    (Center for Policy Research, University at Albany)

  • Pamela Grossman

    ()

    (School of Education, Stanford University)

  • Hamilton Lankford

    ()

    (Economics Department, University at Albany)

  • Susanna Loeb

    ()

    (School of Education, Stanford University)

  • James Wyckoff

    ()

    (Rockefeller College of Public Affairs and Policy, University at Albany)

We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3–8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. When compared to teachers who completed a university-based teacher education program, teachers with reduced coursework prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures, and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways. © 2006 American Education Finance Association

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2006.1.2.176
Download Restriction: no

Article provided by MIT Press in its journal Education Finance and Policy.

Volume (Year): 1 (2006)
Issue (Month): 2 (April)
Pages: 176-216

as
in new window

Handle: RePEc:tpr:edfpol:v:1:y:2006:i:2:p:176-216
Contact details of provider: Web page: http://mitpress.mit.edu/journals/

Order Information: Web: http://www.mitpressjournals.org/loi/edfp

No references listed on IDEAS
You can help add them by filling out this form.

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

When requesting a correction, please mention this item's handle: RePEc:tpr:edfpol:v:1:y:2006:i:2:p:176-216. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Anna Pollock-Nelson)

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.

This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.