Teacher Credentials and Student Achievement: Longitudinal Analysis with Student Fixed Effects

Autor/inn/en	Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
Titel	Teacher Credentials and Student Achievement: Longitudinal Analysis with Student Fixed Effects
Quelle	In: Economics of Education Review, 26 (2007) 6, S.673-682 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2007.10.002
Schlagwörter	Productivity; Credentials; Class Size; Teacher Characteristics; Academic Achievement; Scoring Rubrics; Longitudinal Studies; Mathematics Education; Reading Instruction; Comparative Analysis; Socioeconomic Background; Teacher Student Relationship; Data Interpretation; Databases + Suchen Sie Ihr Suchwort? Produktivität; Studienbuch; Klassengröße; Schulleistung; Scoring formulas; Auswertungsbogen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Leseunterricht; Sozioökonomische Lage; Teacher student relationships; Lehrer-Schüler-Beziehung; Data evaluation; Datenauswertung; Datenbank
Abstract	We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new--and, indeed, have been explored in many papers over the years within the rubric of the "education production function"--the availability of data on all teachers and students in North Carolina over a 10-year period allows us to explore them in more detail than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economic characteristics of students. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10