What Does Certification Tell Us about Teacher Effectiveness? Evidence from New York City

Autor/inn/en	Kane, Thomas J.; Rockoff, Jonah E.; Staiger, Douglas O.
Titel	What Does Certification Tell Us about Teacher Effectiveness? Evidence from New York City
Quelle	In: Economics of Education Review, 27 (2008) 6, S.615-631 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2007.05.005
Schlagwörter	Teacher Effectiveness; Teacher Certification; Tests; Scores; Predictor Variables; Teaching Experience; Faculty Mobility; Teacher Persistence; Economics; New York + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Examination; Prüfung; Examen; Prädiktor; Volkswirtschaftslehre
Abstract	We use six years of panel data on students and teachers to evaluate the effectiveness of recently hired teachers in the New York City public schools. On average, the initial certification status of a teacher has small impacts on student test performance. However, among those with the same experience and certification status, there are large and persistent differences in teacher effectiveness. Such evidence suggests that classroom performance during the first two years is a more reliable indicator of a teacher's future effectiveness. We also evaluate turnover among teachers by initial certification status, and the implied impact on student achievement of hiring teachers with predictably high turnover. Given modest estimates of the payoff to experience, even high turnover groups (such as Teach for America participants) would have to be only slightly more effective in each year to offset the negative effects of their high exit rates (I2, J24). (Contains 3 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10