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Teacher Preparation Policies and Their Effects on Student Achievement

Author

Listed:
  • Gary T. Henry

    () (Peabody College Vanderbilt University Nashville, TN)

  • Kevin C. Bastian

    () (Department of Public Policy and Education Policy Initiative at Carolina University of North Carolina at Chapel Hill Chapel Hill, NC)

  • C. Kevin Fortner

    () (Educational Policy Studies Georgia State University Atlanta, GA)

  • David C. Kershaw

    () (Department of Political Science Slippery Rock University Slippery Rock, PA)

  • Kelly M. Purtell

    () (Population Research Center and Department of Human Development and Family Sciences University of Texas at Austin Austin, TX 78712)

  • Charles L. Thompson

    () (Education Policy Initiative at Carolina University of North Carolina at Chapel Hill Chapel Hill, NC)

  • Rebecca A. Zulli

    () (College of Education North Carolina State University Raleigh, NC)

Abstract

State policies affect the qualifications of beginning teachers in numerous ways, including regulating entry requirements, providing incentives for graduate degrees, and subsidizing preparation programs at public universities. In this paper we assess how these policy choices affect student achievement, specifically comparing traditionally prepared with alternative-entry teachers; in-state traditionally prepared with out-of-state traditionally prepared teachers; teachers beginning with undergraduate degrees with those beginning with graduate degrees; and teachers prepared at in-state public universities with those prepared at in-state private universities. Using school fixed effects to analyze data from North Carolina, we find that: Teach For America corps members are more effective than traditionally prepared teachers; other alternative-entry teachers are less effective than traditionally prepared instructors in high school mathematics and science courses; and out-of-state traditionally prepared teachers are less effective than in-state traditionally prepared teachers, especially in elementary subjects where they constitute nearly 40 percent of the workforce. © 2014 Association for Education Finance and Policy

Suggested Citation

  • Gary T. Henry & Kevin C. Bastian & C. Kevin Fortner & David C. Kershaw & Kelly M. Purtell & Charles L. Thompson & Rebecca A. Zulli, 2014. "Teacher Preparation Policies and Their Effects on Student Achievement," Education Finance and Policy, MIT Press, vol. 9(3), pages 264-303, July.
  • Handle: RePEc:tpr:edfpol:v:9:y:2014:i:3:p:264-303
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    References listed on IDEAS

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    Cited by:

    1. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    2. Kevin C. Bastian & Gary T. Henry & Charles L. Thompson, 2013. "Incorporating Access to More Effective Teachers into Assessments of Educational Resource Equity," Education Finance and Policy, MIT Press, vol. 8(4), pages 560-580, October.
    3. Melissa A. Clark & Eric Isenberg & Albert Y. Liu & Libby Makowsky & Marykate Zukiewicz, "undated". "Impacts of the Teach For America Investing in Innovation Scale-Up," Mathematica Policy Research Reports 8f5452b75774409bbfc27584b, Mathematica Policy Research.
    4. Marykate Zukiewicz & Melissa A. Clark & Libby Makowsky, "undated". "Implementation of the Teach For America Investing in Innovation Scale-Up," Mathematica Policy Research Reports 3b758883082d41b5950cdad9b, Mathematica Policy Research.

    More about this item

    Keywords

    education policy; student achievement; teacher preparation; Teach For America;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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