Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects
We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. We find compelling evidence that teacher credentials, particularly licensure and certification, affects student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. Our findings imply that the uneven distribution of teacher credentials by race and socioeconomic status of high school students—a pattern we also document—contributes to achievement gaps in high school. In addition, some troubling findings emerge related to the gender and race of the teachers.
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005.
"Teachers, Schools, and Academic Achievement,"
Econometric Society, vol. 73(2), pages 417-458, 03.
- 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.
- Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, vol. 27(6), pages 615-631, December.
- Jesse Rothstein, 2010.
"Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement,"
The Quarterly Journal of Economics,
Oxford University Press, vol. 125(1), pages 175-214.
- Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "How and Why do Teacher Credentials Matter for Student Achievement?," NBER Working Papers 12828, National Bureau of Economic Research, Inc.
- Steven Glazerman Daniel P Mayer Paul T Decker, 2006.
"Alternative Routes to Teaching: The Impacts of Teach For America on Student Achievement and Other Outcomes,"
Mathematica Policy Research Reports
0eae07a7e88b43759856043ce, Mathematica Policy Research.
- Steven Glazerman & Daniel Mayer & Paul Decker, 2006. "Alternative routes to teaching: The impacts of Teach for America on student achievement and other outcomes," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 25(1), pages 75-96.
- 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.
- Hanushek, E.A.omson, W., 1996. "Assessing the Effects of School Resources on Student Performance : An Update," RCER Working Papers 424, University of Rochester - Center for Economic Research (RCER).
- Daniel Aaronson & Lisa Barrow & William Sander, 2002.
"Teachers and student achievement in the Chicago public high schools,"
Working Paper Series
WP-02-28, Federal Reserve Bank of Chicago.
- Daniel Aaronson & Lisa Barrow & William Sander, 2007. "Teachers and Student Achievement in the Chicago Public High Schools," Journal of Labor Economics, University of Chicago Press, vol. 25, pages 95-135.
- Jonah E. Rockoff, 2004. "The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data," American Economic Review, American Economic Association, vol. 94(2), pages 247-252, May.
- Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2006.
"How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement,"
Education Finance and Policy,
MIT Press, vol. 1(2), pages 176-216, April.
- Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2005. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," NBER Working Papers 11844, National Bureau of Economic Research, Inc.
- Dan D. Goldhaber & Dominic J. Brewer, 1997. "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity," Journal of Human Resources, University of Wisconsin Press, vol. 32(3), pages 505-523.
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006.
"Teacher-Student Matching and the Assessment of Teacher Effectiveness,"
Journal of Human Resources,
University of Wisconsin Press, vol. 41(4).
- Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," NBER Working Papers 11936, National Bureau of Economic Research, Inc.
- Ehrenberg, Ronald G. & Brewer, Dominic J., 1994. "Do school and teacher characteristics matter? Evidence from High School and Beyond," Economics of Education Review, Elsevier, vol. 13(1), pages 1-17, March.
- Hanushek, Eric A. & Rivkin, Steven G., 2006. "Teacher Quality," Handbook of the Economics of Education, Elsevier.
When requesting a correction, please mention this item's handle: RePEc:uwp:jhriss:v:45:y:2010:iii:1:p655-681. 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: ()
If references are entirely missing, you can add them using this form.