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Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?

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  • Dan Goldhaber

Abstract

This paper explores the relationship between teacher testing and teacher effectiveness using a unique data set that links teachers to their individual students. The findings show a positive relationship between some teacher licensure tests and student achievement. But, they also suggest that states face significant tradeoffs when they require particular performance levels as a precondition to becoming a teacher. Some teachers whom we might wish were not in the teacher work force based on their contribution toward student achievement are eligible to teach based on their performance on the tests; other individuals who would be effective teachers are ineligible. For example, the results suggest that upping the elementary teacher licensure test standard from the one currently used in North Carolina to the higher standard used in Connecticut would lead to the exclusion of less than 0.5 percent of the teacher work force estimated to be very ineffective teachers, but would also result in the exclusion of 7 percent of the teacher work force estimated to be effective teachers.

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  • Dan Goldhaber, 2007. "Everyone’s Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?," Journal of Human Resources, University of Wisconsin Press, vol. 42(4).
  • Handle: RePEc:uwp:jhriss:v:42:y:2007:i4:p765-794
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    8. Cory Koedel & Julian Betts, 2007. "Re-Examining the Role of Teacher Quality In the Educational Production Function," Working Papers 0708, Department of Economics, University of Missouri.
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    11. Dan Goldhaber & Emily Anthony, 2007. "Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching," The Review of Economics and Statistics, MIT Press, vol. 89(1), pages 134-150, February.
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    Citations

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    Cited by:

    1. Sarah C. Fuller & Helen F. Ladd, 2013. "School-Based Accountability and the Distribution of Teacher Quality Across Grades in Elementary School," Education Finance and Policy, MIT Press, pages 528-559.
    2. Jan Bietenbeck & Marc Piopiunik & Simon Wiederhold, 2015. "Africa's Skill Tragedy: Does Teachers' Lack of Knowledge Lead to Low Student Performance?," CESifo Working Paper Series 5470, CESifo Group Munich.
    3. Falch, Torberg & Johansen, Kåre & Strøm, Bjarne, 2009. "Teacher shortages and the business cycle," Labour Economics, Elsevier, vol. 16(6), pages 648-658, December.
    4. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education, Elsevier.
    5. Sean Corcoran & Dan Goldhaber, 2013. "Value Added and Its Uses: Where You Stand Depends on Where You Sit," Education Finance and Policy, MIT Press, pages 418-434.
    6. Hinrichs, Peter, 2014. "What Kind of Teachers Are Schools Looking For? Evidence from a Randomized Field Experiment," Working Paper 1436, Federal Reserve Bank of Cleveland.
    7. 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, pages 560-580.
    8. Seth Gershenson & Diane Whitmore Schanzenbach, 2016. "Linking Teacher Quality, Student Attendance, and Student Achievement," Education Finance and Policy, MIT Press, pages 125-149.
    9. Buddin, Richard & Zamarro, Gema, 2009. "Teacher qualifications and student achievement in urban elementary schools," Journal of Urban Economics, Elsevier, vol. 66(2), pages 103-115, September.
    10. Donald Boyd & Pam Grossman & Karen Hammerness & Hamilton Lankford & Susanna Loeb & Mathew Ronfeldt & James Wyckoff, 2010. "Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City," NBER Working Papers 16017, National Bureau of Economic Research, Inc.
    11. Leigh, Andrew, 2012. "Teacher pay and teacher aptitude," Economics of Education Review, Elsevier, vol. 31(3), pages 41-53.
    12. 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, pages 264-303.
    13. 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.
    14. Goldhaber, Dan & Liddle, Stephanie & Theobald, Roddy, 2013. "The gateway to the profession: Assessing teacher preparation programs based on student achievement," Economics of Education Review, Elsevier, vol. 34(C), pages 29-44.
    15. Laura M Crispin, 2016. "School Size and Student Achievement: Does One Size Fit All?," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, pages 630-662.
    16. Matthew P. Steinberg & Lauren Sartain, 2015. "Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project," Education Finance and Policy, MIT Press, pages 535-572.
    17. Hendricks, Matthew D., 2015. "Towards an optimal teacher salary schedule: Designing base salary to attract and retain effective teachers," Economics of Education Review, Elsevier, vol. 47(C), pages 143-167.
    18. Dan Goldhaber & Michael Hansen, 2010. "Using Performance on the Job to Inform Teacher Tenure Decisions," American Economic Review, American Economic Association, pages 250-255.
    19. Goldhaber, Dan & Krieg, John & Theobald, Roddy, 2014. "Knocking on the door to the teaching profession? Modeling the entry of prospective teachers into the workforce," Economics of Education Review, Elsevier, vol. 43(C), pages 106-124.

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