NotesFAQContact Us
Search Tips
ERIC Number: ED509670
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 46
Abstractor: As Provided
Teacher Preparation and Student Achievement. Working Paper 20
Boyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James
National Center for Analysis of Longitudinal Data in Education Research
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with Pathway/Institution Effects and Description of Variables are appended. (Contains 6 footnotes, 9 tables and 4 figures.) [Funding for this report was provided by the City University of New York.]
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: Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: Carnegie Corporation of New York; National Science Foundation; Spencer Foundation
Authoring Institution: Urban Institute, National Center for Analysis of Longitudinal Data in Education Research (CALDER)
Identifiers - Location: New York
Grant or Contract Numbers: N/A