Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects


Journal Article

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. © 2010 by the Board of Regents of the University of Wisconsin System.

Full Text

Duke Authors

Cited Authors

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

Published Date

  • January 1, 2010

Published In

Volume / Issue

  • 45 / 3

Start / End Page

  • 655 - 681

International Standard Serial Number (ISSN)

  • 0022-166X

Digital Object Identifier (DOI)

  • 10.3368/jhr.45.3.655

Citation Source

  • Scopus