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ERIC Number: ED509664
Record Type: Non-Journal
Publication Date: 2007-Apr
Pages: 42
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: N/A
Everyone's Doing It, but What Does Teacher Testing Tell Us about Teacher Effectiveness? Working Paper 9
Goldhaber, Dan
National Center for Analysis of Longitudinal Data in Education Research
This paper explores the relationship between teacher testing and teacher effectiveness using a unique dataset that links teachers to their individual students. My findings show a positive relationship between some teacher licensure tests and student achievement. But they also suggest that states face significant tradeoffs when they require particular performance levels as a precondition to becoming a teacher: some teachers whom we might wish were not in the teacher workforce based on their contribution toward student achievement are eligible to teach based on their performance on these tests, while other individuals who would be effective teachers are ineligible. (Contains 4 tables, 1 figure and 25 footnotes.)
National Center for Analysis of Longitudinal Data in Education Research. The Urban Institute, 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5739; Fax: 202-833-2477; e-mail: inquiry@caldercenter.org; Web site: http://www.caldercenter.org
Publication Type: Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: Carnegie Corporation of New York; Ewing Marion Kauffman Foundation
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: North Carolina
IES Funded: Yes
Grant or Contract Numbers: R305A060067