Document Type
Article
Publication Date
8-2009
Keywords
Teacher quality, teacher licensure, student achievement, high school, two-level fixed effects, education production function
Abstract
This research examines whether teacher licensure test scores and other teacher qualifications affect high school student achievement. The results are based on longitudinal student-level data from Los Angeles. The achievement analysis uses a value-added approach that adjusts for both student and teacher fixed effects. The results show little relationship between traditional measures of teacher quality (e.g., experience and education level) and student achievement in English Language Arts (ELA) or math. Similarly, teacher aptitude and subject-matter knowledge, as measured on state licensure tests, have no significant effects on student achievement. Achievement outcomes differ substantially from teacher to teacher, however, and the effects of a good ELA or math teacher spillover from one subject to the other.
Series Title
Working Paper
Series Number
WR-693-IES
Citation
Buddin, R., & Zamarro, G. (2009). Teacher Effectiveness in Urban High Schools. Education Reform Faculty and Graduate Students Publications. Retrieved from https://scholarworks.uark.edu/edrepub/101
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Other Educational Administration and Supervision Commons, Secondary Education Commons, Secondary Education and Teaching Commons
