Literaturnachweis - Detailanzeige
| Autor/inn/en | Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. |
|---|---|
| Titel | Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects |
| Quelle | In: Journal of Human Resources, 45 (2010) 3, S.655-681 (27 Seiten)
PDF als Volltext |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-166X |
| Schlagwörter | Credentials; High Schools; Academic Achievement; Poverty; Teacher Certification; Teacher Qualifications; Teacher Influence; Correlation; Racial Differences; Socioeconomic Status; Achievement Gap; Minority Group Teachers; Gender Differences; Grade 10; Educational Attainment; Teaching Experience; Teacher Education; Scores; North Carolina |
| Abstract | 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. (Contains 9 tables and 32 footnotes.) (As Provided). |
| Anmerkungen | University of Wisconsin Press. 1930 Monroe Street, Madison, WI 53711-2059. Tel: 608-263-0668; Fax: 608-263-1173; e-mail: journals@uwpress.wisc.edu; Web site: http://www.wisc.edu/wisconsinpress/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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