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Teacher certification and student achievement in Swedish compulsory schools

  • Andersson, Christian

    (Uppsala University, Department of Economics)

  • Waldenström, Nina


    (Stockholm School of Economics, Department of Economics)

This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. The share of non-certified teachers in compulsory schooling has increased dramatically during the last decade, starting a large debate about school quality. We apply an instrumental variable approach to estimate the causal effect of the percentage of non-certified teachers on student achievement. We find, in our preferred specification, that a one percentage point increase in the share of non-certified teachers is expected to decrease the average student’s GPA ranking with about 0.6 units. A substantial effect if one considers the large differences in certification rate that do exist between schools and municipalities. The effect also appears to be stronger for students with highly educated parents

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Paper provided by IFAU - Institute for Evaluation of Labour Market and Education Policy in its series Working Paper Series with number 2007:6.

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Length: 33 pages
Date of creation: 20 Feb 2007
Date of revision:
Publication status: Published as Andersson, Christian and Nina Waldenström, 'Do you want your child to have a certified teacher?' in Economics of Education Review, 2011, pages 66-78.
Handle: RePEc:hhs:ifauwp:2007_006
Contact details of provider: Postal: IFAU, P O Box 513, SE-751 20 Uppsala, Sweden
Phone: (+46) 18 - 471 70 70
Fax: (+46) 18 - 471 70 71
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  1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, 03.
  2. 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.
  3. Eric A. Hanushek, 2002. "The Failure of Input-based Schooling Policies," NBER Working Papers 9040, National Bureau of Economic Research, Inc.
  4. Alan B. Krueger, 1999. "Experimental Estimates of Education Production Functions," The Quarterly Journal of Economics, Oxford University Press, vol. 114(2), pages 497-532.
  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. 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.
  7. Joshua D. Angrist & Jonathan Guryan, 2004. "Teacher Testing, Teacher Education, and Teacher Characteristics," American Economic Review, American Economic Association, vol. 94(2), pages 241-246, May.
  8. Andersson, Christian & Waldenström, Nina, 2007. "Teacher supply and the market for teachers," Working Paper Series 2007:5, IFAU - Institute for Evaluation of Labour Market and Education Policy.
  9. 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).
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