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Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?

We compare teacher preparation programs in Missouri based on the effectiveness of their graduates in the classroom. The differences in effectiveness between teachers from different preparation programs are very small. In fact, virtually all of the variation in teacher effectiveness comes from within-program differences between teachers. Prior research has overstated differences in teacher performance across preparation programs for several reasons, most notably because some sampling variability in the data has been incorrectly attributed to the preparation programs.

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File URL: http://economics.missouri.edu/working-papers/2012/WP1204_koedel_et_al.pdf
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Paper provided by Department of Economics, University of Missouri in its series Working Papers with number 1204.

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Length: 31 pgs.
Date of creation: 09 Apr 2012
Date of revision: 13 Jul 2012
Handle: RePEc:umc:wpaper:1204
Contact details of provider: Postal: 118 Professional Building, Columbia, MO 65211
Phone: (573) 882-0063
Fax: (573) 882-2697
Web page: http://economics.missouri.edu/

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  1. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2002. "How Much Should We Trust Differences-in-Differences Estimates?," NBER Working Papers 8841, National Bureau of Economic Research, Inc.
  2. Eric A. Hanushek, 2010. "The Economic Value of Higher Teacher Quality," NBER Working Papers 16606, National Bureau of Economic Research, Inc.
  3. Cory Koedel, 2008. "An Empirical Analysis of Teacher Spillover Effects in Secondary School," Working Papers 0808, Department of Economics, University of Missouri.
  4. Douglas O. Staiger & Jonah E. Rockoff, 2010. "Searching for Effective Teachers with Imperfect Information," Journal of Economic Perspectives, American Economic Association, vol. 24(3), pages 97-118, Summer.
  5. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2006. "Teacher-Student Matching and the Assessment of Teacher Effectiveness," NBER Working Papers 11936, National Bureau of Economic Research, Inc.
  6. Daniel Aaronson & Lisa Barrow & William Sander, 2002. "Teachers and student achievement in the Chicago public high schools," Working Paper Series WP-02-28, Federal Reserve Bank of Chicago.
  7. Harris, Douglas N. & Sass, Tim R., 2011. "Teacher training, teacher quality and student achievement," Journal of Public Economics, Elsevier, vol. 95(7), pages 798-812.
  8. Eric S. Taylor & John H. Tyler, 2011. "The Effect of Evaluation on Performance: Evidence from Longitudinal Student Achievement Data of Mid-career Teachers," NBER Working Papers 16877, National Bureau of Economic Research, Inc.
  9. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "Teacher Preparation and Student Achievement," NBER Working Papers 14314, National Bureau of Economic Research, Inc.
  10. Steven Glazerman & Eric Isenberg & Sarah Dolfin & Martha Bleeker & Amy Johnson & Mary Grider & Matthew Jacobus, 2010. "Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study," Mathematica Policy Research Reports 691d9603eb074051b57684e4a, Mathematica Policy Research.
  11. Eric A. Hanushek & Steven G. Rivkin, 2010. "Generalizations about Using Value-Added Measures of Teacher Quality," American Economic Review, American Economic Association, vol. 100(2), pages 267-71, May.
  12. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
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