Teacher credentials and student achievement in high school
Subtitle: a cross-subject analysis with student fixed effects
By: Charles T. Clotfelter, Helen F. Ladd, Jacob L. Vigdor
Contributors: Ladd, Helen F.; Vigdor,Jacob L.; National Bureau of Economic Research
Series: NBER working paper series -- working paper 13617; Working paper series (National Bureau of Economic Research : Online) -- working paper no. 13617.
Publisher: National Bureau of Economic Research
Published: 2007
Place of publication: Cambridge, MA
Language: eng
Format: [electronic resource] :
Description: "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"--National Bureau of Economic Research web site.
Notes: Title from PDF file as viewed on 12/5/2007.

Includes bibliographical references.

Also available in print.

System requirements: Adobe Acrobat Reader.

Mode of access: World Wide Web.