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This paper explores how the distribution of teacher qualifications and student achievement in New York City have changed from 2000 through 2005 using data on teachers and students. We find: the gap between the qualifications of New York City teachers in high-poverty schools and low-poverty schools has narrowed substantially over this period, and that this gap-narrowing associated with new hires has been driven almost entirely by the substitution of teachers entering through alternative certification routes, for uncertified teachers in high-poverty schools, these changes resulted from a direct policy intervention eliminating unlicensed teachers, and perhaps most intriguing, much larger gains could result if teachers with strong teacher qualifications could be recruited.
Citation: Donald Boyd, Hamilton Lankford, Susanna Loeb, Jonah Rockoff, James Wyckoff (2007). The Narrowing Gap in New York City Teacher Qualifications and Its Implications for Student Achievement in High Poverty Schools. CALDER Working Paper No. 10
Using longitudinal data from the state of Florida, this study examines the effects of various types of education and training on the ability of teachers to promote student achievement. It suggests that teacher training generally has little influence on productivity. One exception is that content-focused teacher professional development is positively associated with productivity in middle and high school math. In addition, more experienced teachers appear more effective in teaching elementary and middle school reading. There is no evidence that either pre-service (undergraduate) training or the scholastic aptitude of teachers influences their ability to increase student achievement.
Citation: Douglas Harris, Tim Sass (2007). Teacher Training, Teacher Quality and Student Achievement. CALDER Working Paper No. 3