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ERIC Number: ED583637
Record Type: Non-Journal
Publication Date: 2018-Mar
Pages: 58
Abstractor: As Provided
Public Accountability and Nudges: The Effect of an Information Intervention on the Responsiveness of Teacher Education Programs to External Ratings. Working Paper 188
Goldhaber, Dan; Koedel, Cory
National Center for Analysis of Longitudinal Data in Education Research (CALDER)
In the summer of 2013, the National Council on Teacher Quality (NCTQ) issued public, highly-visible ratings of teacher education programs as part of their ambitious and controversial Teacher Prep Review. We provide the first empirical examination of NCTQ ratings, beginning with a descriptive overview of the ratings and documentation of how they evolved from 2013-2016, both in aggregate and for programs with different characteristics. We also report on results from an information experiment built around the initial ratings release. In the experiment we provided targeted information about specific programmatic changes that would improve the rating for a randomly selected sample of elementary teacher education programs. Average program ratings improved between 2013 and 2016, but we find no evidence that the information intervention increased program responsiveness to NCTQ's rating effort. In fact, treated programs had lower ratings than the control group in 2016.
National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail:; Web site:
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Ewing Marion Kauffman Foundation
Authoring Institution: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Identifiers - Assessments and Surveys: ACT Assessment; SAT (College Admission Test); Graduate Record Examinations