Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects
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. We find compelling evidence that teacher credentials, particularly licensure and certification, affects student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. Our findings imply that the uneven distribution of teacher credentials by race and socioeconomic status of high school students—a pattern we also document—contributes to achievement gaps in high school. In addition, some troubling findings emerge related to the gender and race of the teachers.
Year of publication: |
2010
|
---|---|
Authors: | Clotfelter, Charles T. ; Ladd, Helen F. ; Vigdor, Jacob L. |
Published in: |
Journal of Human Resources. - University of Wisconsin Press. - Vol. 45.2010, 3
|
Publisher: |
University of Wisconsin Press |
Saved in:
Online Resource
Saved in favorites
Similar items by person
-
Clotfelter, Charles T., (2004)
-
The Aftermath of Accelerating Algebra: Evidence from District Policy Initiatives
Clotfelter, Charles T., (2015)
-
Teacher Bonuses and Teacher Retention in Low-Performing Schools
Clotfelter, Charles T., (2008)
- More ...