Does the Missouri Teacher Career Ladder Program Raise Student Achievement? Draft Report. Working Paper 2008-15 Paper prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, Feb 28, 2008).

Autor/inn/en	Booker, Kevin; Glazerman, Steven
Institution	Vanderbilt University, National Center on Performance Incentives; Mathematica Policy Research, Inc.
Titel	Does the Missouri Teacher Career Ladder Program Raise Student Achievement? Draft Report. Working Paper 2008-15 Paper prepared for "Performance Incentives: Their Growing Impact on American K-12 Education" (Nashville, TN, Feb 28, 2008).
Quelle	(2008), (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Teacher Persistence; Occupational Mobility; Teaching Methods; Career Development; Teaching (Occupation); Longitudinal Studies; Reading Achievement; Mathematics Achievement; Comparative Analysis; Program Effectiveness; School Districts; Eligibility; Teacher Qualifications; Faculty Development; Teacher Improvement; Missouri + Suchen Sie Ihr Suchwort? Schulleistung; Berufliche Mobilität; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsentwicklung; Teaching; Lehrberuf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School district; Schulbezirk; Eignung; Lehrqualifikation
Abstract	Although Missouri has had a Career Ladder program for teachers since 1987, very little research has been carried out to measure the program's effects and what has been studied has not been comprehensive. This paper examines the program's effect on student achievement across the state, using longitudinal data on district math and reading scores for 524 Missouri school districts over a nine-year period. Our primary specification compares achievement levels in participating districts with a matched group of non-participating districts. We also applied alternative specifications to identify the impact of the program, for example controlling for prior district scores and measuring variations in district participation over time to identify effects of the program within a given district. Across the range of specifications, the estimated effects of the Career Ladder program range from small positive effects to no effect in both math and reading. We conclude that if the Career Ladder has a positive impact on test scores, it is probably very small. (Contains 10 tables and 10 footnotes.) (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: http://www.performanceincentives.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10