Teacher credentials and student achievement: Longitudinal analysis with student fixed effects

Published

Report

We use a rich administrative dataset from North Carolina to explore questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Though the basic questions underlying this research are not new-and, indeed, have been explored in many papers over the years within the rubric of the "education production function"-the availability of data on all teachers and students in North Carolina over a 10-year period allows us to explore them in more detail than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economic characteristics of students.

Full Text

Duke Authors

Cited Authors

  • Clotfelter, CT; Ladd, HF; Vigdor, JL

Published Date

  • December 1, 2007

Published In

Start / End Page

  • 673 - 682

International Standard Serial Number (ISSN)

  • 0272-7757

Digital Object Identifier (DOI)

  • 10.1016/j.econedurev.2007.10.002

Citation Source

  • Scopus