ERIC Number: ED501993
Record Type: Non-Journal
Publication Date: 2007-Nov
Abstractor: As Provided
Reference Count: N/A
Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. NBER Working Paper No. 13617
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
National Bureau of Economic Research
We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students--a pattern we also document--contributes to achievement gaps in high school.
Descriptors: Credentials, High Schools, Academic Achievement, Standardized Tests, Educational Policy, Teacher Certification, Teacher Competencies, Teacher Qualifications, Teacher Distribution, Racial Differences, Socioeconomic Status, Correlation, Courses, Intellectual Disciplines, Secondary School Teachers
National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org/cgi-bin/get_bars.pl?bar=pub
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Authoring Institution: National Bureau of Economic Research, Cambridge, MA.
Identifiers - Location: North Carolina