How much does teacher quality vary across teacher preparation programs? Reanalyses from six states

Paul von Hippel and Laura Bellows

Economics of Education Review, 2018, vol. 64, issue C, 298-312

Abstract: At least sixteen US states have taken steps toward holding teacher preparation programs (TPPs) accountable for teacher value-added to student test scores. Yet it is unclear whether teacher quality differences between TPPs are large enough to make an accountability system worthwhile. Several statistical practices can make differences between TPPs appear larger and more significant than they are. We reanalyze TPP evaluations from 6 states—New York, Louisiana, Missouri, Washington, Texas, and Florida—using appropriate methods implemented by our new caterpillar command for Stata. Our results show that teacher quality differences between most TPPs are negligible—.01–0.03 standard deviations in student test scores—even in states where larger differences were reported previously. While ranking all a state's TPPs is not useful, in some states and subjects we can find a single TPP whose teachers are significantly above or below average. Such exceptional TPPs may reward further study.

Keywords: Accountability; Heterogeneity; Teacher training (search for similar items in EconPapers)
JEL-codes: C1 I21 I28 (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:64:y:2018:i:c:p:298-312

DOI: 10.1016/j.econedurev.2018.01.005

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