Examining FAMU’s supply of teachers: a value-added analysis of college of preparation on pupil academic achievement
Some teacher preparation institutions may provide higher quality teachers than others. Pupil academic achievement is one measure of the quality of teaching. Standardized test scores, e.g., the Florida Comprehensive Assessment Tests (FCAT), provide a measure of pupil academic achievement. This study seeks to ascertain whether Florida Agricultural & Mechanical University (FAMU) has a “college preparation effect” on the average pupil’s FCAT reading and mathematics scores. We find that the quality of FAMU’s teachers is statistically indistinguishable from the quality of teachers prepared by all other public colleges and universities in the state of Florida. This appears to be a robust conclusion. Our results are roughly the same regardless of whether we confine the sample to pupils matched with traditionally trained teachers (college of education graduates), all teachers, all traditionally trained African American teachers, or all African American teachers.
|Date of creation:||2010|
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- 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.
- Harris, Douglas N. & Sass, Tim R., 2011.
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- 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.
- Mason, Patrick L., 2010. "“Does teacher preparation matter? pupil academic achievement and teacher’s college preparation”," MPRA Paper 20060, University Library of Munich, Germany.
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- 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.
- 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.
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