CTE Teacher Licensure and Long-Term Student Outcomes

Bingjie Chen (), Shaun Dougherty (), Dan Goldhaber (), Kristian Holden () and Roddy Theobald ()
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Bingjie Chen: CALDER American Institutes for Research, Seattle, WA 98103
Shaun Dougherty: Vanderbilt University, Nashville, TN 37235
Dan Goldhaber: CALDER American Institutes for Research and University of Washington, Seattle, WA 98103
Kristian Holden: CALDER American Institutes for Research, Seattle, WA 98103
Roddy Theobald: CALDER American Institutes for Research, Seattle, WA 98103

Education Finance and Policy, 2023, vol. 18, issue 2, 253-276

Abstract: We use longitudinal data from Massachusetts that link high school course-taking records in career and technical education (CTE) to postsecondary student outcomes to provide the first empirical evidence linking characteristics of CTE teachers to later student outcomes. We find that CTE teachers who received better scores on subject performance tests required for licensure tend to have students with higher longer-term earnings than CTE teachers who received lower scores on these tests, controlling for other factors. Specifically, we estimate that a 1 standard deviation increase in teacher performance on these tests is associated with about a $1,000 increase in average expected earnings for the teacher's students five years after their expected graduation date, controlling for licensure test area and observable differences between students.

Date: 2023
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