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Assessing difference: examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models


  • Mason, Patrick L.


This study explores important statistical issues on the appropriate functional form and model specification of the value-added educational achievement equation. We also wish to estimate the causal effect of a teacher’s institution of academic preparation and pedagogical training. Standardized test scores, viz., the Florida Comprehensive Assessment Tests (FCAT), provide a measure of pupil academic achievement. Accordingly, this study uses a value-added regression model to establish whether there is a “college preparation effect” on the average pupil’s FCAT reading and mathematics scores. We find that value-added regression analysis fails to uncover robust and substantive college preparation effects. Regardless of race (African American, Hispanic, or white), male or female status, or FCAT mathematics versus FCAT reading, pupil academic achievement does not vary substantively according to a teacher’s college of preparation. Further, the statistical significance of teacher program effects also depends on the functional form and specification of the value-added model.

Suggested Citation

  • Mason, Patrick L., 2010. "Assessing difference: examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models," MPRA Paper 27903, University Library of Munich, Germany.
  • Handle: RePEc:pra:mprapa:27903

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    References listed on IDEAS

    1. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7-8), pages 798-812, August.
    2. 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.
    3. 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.
    4. 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 3-33, February.
    5. 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.
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    Cited by:

    1. Mason, Patrick L., 2010. "Examining FAMU’s supply of teachers: a value-added analysis of college of preparation on pupil academic achievement," MPRA Paper 27904, University Library of Munich, Germany.

    More about this item


    teacher quality; value-added model; historically black colleges and universities; HBCU; teacher productivity; education and value-added;

    JEL classification:

    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets
    • I2 - Health, Education, and Welfare - - Education
    • J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations
    • J15 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Minorities, Races, Indigenous Peoples, and Immigrants; Non-labor Discrimination
    • J48 - Labor and Demographic Economics - - Particular Labor Markets - - - Particular Labor Markets; Public Policy

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