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The effects of NBPTS-certified teachers on student achievement

  • Douglas N. Harris

    (Department of Educational Policy Studies, University of Wisconsin-Madison)

  • Tim R. Sass

    (Department of Economics, Florida State University)

In this study, we consider the efficacy of a relatively new and widely accepted certification system for teachers established by the National Board for Professional Teaching Standards (NBPTS). We utilize an extensive database covering the universe of teachers and students in Florida for a four-year span to determine the relationship between NBPTS certification and the impact of teachers on student test scores from both low-stakes and high-stakes exams. Contrary to some previous studies, we find evidence that NBPTS certification provides a positive signal of a teacher's contribution to student achievement only in a few isolated cases. However, our results do reinforce evidence from previous research that the process of becoming NBPTS certified does not increase teacher productivity. © 2009 by the Association for Public Policy Analysis and Management.

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File URL: http://hdl.handle.net/10.1002/pam.20402
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Article provided by John Wiley & Sons, Ltd. in its journal Journal of Policy Analysis and Management.

Volume (Year): 28 (2009)
Issue (Month): 1 ()
Pages: 55-80

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Handle: RePEc:wly:jpamgt:v:28:y:2009:i:1:p:55-80
Contact details of provider: Web page: http://www3.interscience.wiley.com/journal/34787/home

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  1. 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.
  2. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects," NBER Working Papers 13617, National Bureau of Economic Research, Inc.
  3. Andrews, Martyn J. & Schank, Thorsten & Upward, Richard, 2004. "Practical estimation methods for linked employer-employee data," Discussion Papers 29, Friedrich-Alexander-University Erlangen-Nuremberg, Chair of Labour and Regional Economics.
  4. Sass, Tim R. & Semykina, Anastasia & Harris, Douglas N., 2014. "Value-added models and the measurement of teacher productivity," Economics of Education Review, Elsevier, vol. 38(C), pages 9-23.
  5. 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.
  6. Petra E. Todd & Kenneth I. Wolpin, 2003. "On The Specification and Estimation of The Production Function for Cognitive Achievement," Economic Journal, Royal Economic Society, vol. 113(485), pages F3-F33, February.
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