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Author(s):Clotfelter, C., Ladd, H., and Vigdor, J.
Title:Teacher credentials and student achievement in high school: A cross-subject analysis with student fixed effects
Organization:National Center for Analysis of Longitudinal Data in Education Research
Short Description:This article used 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.
Annotation:The authors used 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. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students--a pattern we also document--contributes to achievement gaps in high school.
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Associated Keywords:
High School
Low-Income Students
State-Level Information
Teaching/Teacher Quality

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