NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: ED507469
Record Type: Non-Journal
Publication Date: 2009-May-29
Pages: 30
Abstractor: As Provided
Reference Count: 18
Does the Missouri Teacher Career Ladder Program Raise Student Achievement?
Booker, Kevin; Glazerman, Steven
Mathematica Policy Research, Inc.
Although Missouri has had a Career Ladder program for teachers since 1987, very little research has been carried out to measure the program's effects and what has been studied has not been comprehensive. This paper examines the program's effect on student achievement across the state, using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period. Our primary specification compares achievement levels in participating districts with a matched group of non-participating districts. We also applied alternative specifications to identify the impact of the program, for example controlling for prior district scores and measuring variations in district participation over time to identify effects of the program within a given district. Across the range of specifications, the estimated effects of the Career Ladder program range from small positive effects to no effect in both math and reading. We conclude that if the Career Ladder has a positive impact on test scores, it is probably very small. (Contains 10 tables and 10 footnotes.)
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Ewing Marion Kauffman Foundation
Authoring Institution: Mathematica Policy Research, Inc.
Identifiers - Location: Missouri
IES Funded: Yes
Grant or Contract Numbers: R305A060034