The Signaling, Screening, and Human Capital Effects of National Board Certification: Evidence from Chicago and Kentucky High Schools

Lisa Barrow, Thomas Geraghty, Christine Mokher and Lauren Sartain ()

No WP 2020-06, Working Paper Series from Federal Reserve Bank of Chicago

Abstract: The National Board for Professional Teaching Standards recognizes teachers who meet performance standards for “accomplished” educators. States and districts provide support for teachers to obtain this certification, which is considered an honor in the field. Using high school data from Chicago and Kentucky, we examine whether participation in the time- and resource-intensive certification process improves teacher productivity and, ultimately, if recognized teachers are of higher quality than their non-certified peers. We find the certification process itself did not increase teacher productivity. Further, we find mixed evidence on whether certified teachers are more effective at raising test scores than non-certified teachers

Keywords: ACT assessment; education; human capital; teachers certification (search for similar items in EconPapers)
JEL-codes: E24 I21 I28 (search for similar items in EconPapers)
Pages: 39
Date: 2020-01-13
New Economics Papers: this item is included in nep-ure
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Working Paper: The Signaling, Screening, and Human Capital Effects of National Board Certification: Evidence from Chicago and Kentucky High Schools (2020)
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DOI: 10.21033/wp-2020-06

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