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ERIC Number: ED509665
Record Type: Non-Journal
Publication Date: 2007-Oct
Pages: 62
Abstractor: As Provided
Reference Count: 36
Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. Working Paper 11
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L.
National Center for Analysis of Longitudinal Data in Education 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. An appendix that briefly describes the steps the authors took to match students' test scores by subject to the students' teachers, and reports the distributions of test taking for matched students is presented. (Contains 9 tables and 18 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:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: Spencer Foundation; Institute of Education Sciences (ED)
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: North Carolina
IES Cited: ED520166