Teacher Preparation and Student Achievement
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year.
|Date of creation:||Sep 2008|
|Date of revision:|
|Publication status:||published as Teacher preparation and student achievement. Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, James Wyckoff. Education Evaluation and Policy Analysis, 31(4), pp. 416-440. 2009.|
|Contact details of provider:|| Postal: |
Web page: http://www.nber.org
More information through EDIRC
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.:
- Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2005. "The draw of home: How teachers' preferences for proximity disadvantage urban schools," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(1), pages 113-132.
When requesting a correction, please mention this item's handle: RePEc:nbr:nberwo:14314. See general information about how to correct material in RePEc.
If references are entirely missing, you can add them using this form.