Teacher Preparation Policies and Their Effects on Student Achievement

Gary T. Henry (), Kevin C. Bastian (), C. Kevin Fortner (), David C. Kershaw (), Kelly M. Purtell (), Charles L. Thompson () and Rebecca A. Zulli ()
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Gary T. Henry: Peabody College Vanderbilt University Nashville, TN
Kevin C. Bastian: Department of Public Policy and Education Policy Initiative at Carolina University of North Carolina at Chapel Hill Chapel Hill, NC
C. Kevin Fortner: Educational Policy Studies Georgia State University Atlanta, GA
David C. Kershaw: Department of Political Science Slippery Rock University Slippery Rock, PA
Kelly M. Purtell: Population Research Center and Department of Human Development and Family Sciences University of Texas at Austin Austin, TX 78712
Charles L. Thompson: Education Policy Initiative at Carolina University of North Carolina at Chapel Hill Chapel Hill, NC
Rebecca A. Zulli: College of Education North Carolina State University Raleigh, NC

Education Finance and Policy, 2014, vol. 9, issue 3, 264-303

Abstract: State policies affect the qualifications of beginning teachers in numerous ways, including regulating entry requirements, providing incentives for graduate degrees, and subsidizing preparation programs at public universities. In this paper we assess how these policy choices affect student achievement, specifically comparing traditionally prepared with alternative-entry teachers; in-state traditionally prepared with out-of-state traditionally prepared teachers; teachers beginning with undergraduate degrees with those beginning with graduate degrees; and teachers prepared at in-state public universities with those prepared at in-state private universities. Using school fixed effects to analyze data from North Carolina, we find that: Teach For America corps members are more effective than traditionally prepared teachers; other alternative-entry teachers are less effective than traditionally prepared instructors in high school mathematics and science courses; and out-of-state traditionally prepared teachers are less effective than in-state traditionally prepared teachers, especially in elementary subjects where they constitute nearly 40 percent of the workforce. © 2014 Association for Education Finance and Policy

Keywords: education policy; student achievement; teacher preparation; Teach For America (search for similar items in EconPapers)
JEL-codes: I21 I24 (search for similar items in EconPapers)
Date: 2014
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

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