Teacher Preparation and Student Achievement

Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb and James Wyckoff

No 14314, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year.

JEL-codes: I20 I21 I28 J24 J45 (search for similar items in EconPapers)
Date: 2008-09
New Economics Papers: this item is included in nep-edu, nep-lab and nep-ure
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Published as Teacher preparation and student achievement. Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, James Wyckoff. Education Evaluation and Policy Analysis, 31(4), pp. 416-440. 2009.

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Working Paper: Teacher Preparation and Student Achievement (2008)
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