Teacher Qualifications and Productivity in Secondary Schools

REFERENCES

• Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.
   Web of Science ®Google Scholar
• Ballou, D., Sanders, W., & Wright, P. (2004). Controlling for student background in value-added assessment of teachers. Journal of Educational and Behavioral Statistics, 29(1), 37–65.
   Web of Science ®Google Scholar
• Betts, J., Zau, A. C., & Rice, L. A. (2003) Determinants of student achievement: New evidence from San Diego (pp. 1–5821). San Francisco, CA: Public Policy Institute of California. Retrieved from http://www.ppic.org/content/pubs/report/r_803jbr.pdf
   Google Scholar
• Bowen, D., Buck, S., Deck, C., Mills, J. N., & Shuls, J. V. (2014). Risky business: An analysis of teacher risk preferences. Education Economics. doi:10.1080/09645292.2014.966062
   Google Scholar
• Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education, 1(2), 176–216.
   Google Scholar
• Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools. Journal of Policy Analysis and Management, 27(4), 793–818.
   Web of Science ®Google Scholar
• Cavalluzzo, L. C. (2004). Is national board certification an effective signal of teacher quality? Alexandria, VA: The CNA Corporation. Retrieved from http://www.nbpts.org/userfiles/file/final_study_11204_d_-_cavalluzzo_-_cna_corp.pdf
   Google Scholar
• Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources, 41(4), 778–820.
   Web of Science ®Google Scholar
• Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and why do teacher credentials matter for student achievement? National Center for Analysis of Longitudinal Data in Education Research (Working paper 2). Retrieved from http://www.caldercenter.org/PDF/1001058_Teacher_Credentials.pdf
   Google Scholar
• Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2010). Teacher credentials and student achievement in high school a cross-subject analysis with student fixed effects. Journal of Human Resources, 45(3), 655–681.
   Web of Science ®Google Scholar
• Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: U.S. Department of Health, Education & Welfare. Office of Education (OE-38001 and supp.). Retrieved from http://digital.tcl.sc.edu/cdm/search/collection/eeo
   Google Scholar
• Constantine, J., Player, D., Silva, T., Hallgren, K., Grider, M., & Deke, J. (2009). An evaluation of teachers trained through different routes to certification (Final Report. NCEE 2009-4043). National Center for Education Evaluation and Regional Assistance. Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/pubs/20094043/index.asp
   Google Scholar
• Croninger, R. G., Rice, J. K., Rathbun, A., & Nishio, M. (2003). Teacher qualifications and first grade achievement: A multilevel analysis. Center for Education Policy and Leadership (Document OP-03-2). Retrieved from http://www.education.umd.edu/EDPS/CEPAL/pdf/oc-papers/CEPAL-OP-03-2.pdf
   Google Scholar
• Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. Review of Economics and Statistics, 86(1), 195–210.
   Web of Science ®Google Scholar
• Feistritzer, C. E. & Chester, D. T. (2000). Alternative teacher certification: A state-by-state analysis. Washington, DC: National Center for Education Information.
   Google Scholar
• Feng, L., & Sass, T. R. (2013). What makes special-education teachers special? Teacher training and achievement of students with disabilities. Economics of Education Review, 36, 122–134.
   Web of Science ®Google Scholar
• Ferguson, R. F. & Ladd, H. F. (1996). How and why money matters: An analysis of Alabama schools. In H. F. Ladd (Ed.), Holding schools accountable: Performance-based reform in education (pp. 265–298). Washington, DC: The Brookings Institution.
   Google Scholar
• Glazerman, S., Mayer, D., & Decker, P. (2006). Alternative routes to teaching: The impacts of teach for America on student achievement and other outcomes. Journal of Policy Analysis and Management, 25(1), 75–96.
   Web of Science ®Google Scholar
• Goldhaber, D. (2007). Everyone’s doing it, but what does teacher testing tell us about teacher effectiveness? Journal of Human Resources, 42(4), 765–794.
   Web of Science ®Google Scholar
• Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. The Review of Economics and Statistics, 89(1), 134–150.
   Web of Science ®Google Scholar
• Goldhaber, D. D., & Brewer, D. J. (1997a). Evaluating the effect of teacher degree level on educational performance. In W. Fowler (Ed.), Developments in school finance 1996 (pp. 197–210). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
   Google Scholar
• Goldhaber, D. D., & Brewer, D. J. (1997b). Why don’t schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. Journal of Human Resources, 505–523.
   Web of Science ®Google Scholar
• Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22(2), 129–145.
   Web of Science ®Google Scholar
• Hanushek, E. A. (2009). Teacher deselection. In D. Goldhaber & J. Hannaway (Eds.), Creating a new teaching profession (pp. 165–180). Washington, DC: Urban Institute Press.
   Google Scholar
• Hanushek, E. A., Kain, J. F., O’Brien, D. M., & Rivkin, S. G. (2005). The market for teacher quality (Working paper 11154). National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w11154
   Google Scholar
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7), 798–812.
   Web of Science ®Google Scholar
• Ingersoll, R. M. (2011). Do we produce enough mathematics and science teachers? Phi Delta Kappan, 92(6), 37–41.
   Web of Science ®Google Scholar
• Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615–631.
   Web of Science ®Google Scholar
• Krieg, J. M. (2006). Teacher quality and attrition. Economics of Education Review, 25(1), 13–27.
   Web of Science ®Google Scholar
• Maranto, R., & Shuls, J. (2012). How to get them on the farm: Efforts to improve rural teacher recruitment and retention in Arkansas. The Rural Educator, 34(1), 32–40.
   Google Scholar
• McKee, J., & Costrell, R. (2010, January 5). Who leaves and who stays: An analysis of teachers’ behavioral response to retirement incentives. Paper presented at the American Economic Association Conference, Atlanta GA.
   Google Scholar
• National Center for Education Statistics. (2008). Schools and Staffing Survey. Retrieved from http://nces.ed.gov
   Google Scholar
• Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257.
   Web of Science ®Google Scholar
• Podgursky, M., Monroe, R., & Watson, D. (2004). The academic quality of public school teachers: An analysis of entry and exit behavior. Economics of Education Review, 23(5), 507–518.
   Web of Science ®Google Scholar
• Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
   Web of Science ®Google Scholar
• Rockoff, J. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 247–252.
   Google Scholar
• Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O. (2011). Can you recognize an effective teacher when you recruit one? Education, 6(1), 43–74.
   Google Scholar
• Sass, T. R. (2006). Charter schools and student achievement in Florida. Education, 1(1), 91–122.
   Web of Science ®Google Scholar
• Sass, T. R. (2011). Certification requirements and teacher quality: A comparison of alternative routes to teaching (Working paper). Retrieved from http://www2.gsu.edu/˜tsass/Alternative%20Certification%20and%20Teacher%20Quality%2011.pdf
   Google Scholar
• Shuls, J. V., & Ritter, G. W. (2013). Teacher preparation: Not an either-or. Phi Delta Kappan, 94(7), 28–32.
   Web of Science ®Google Scholar
• Shuls, J. V., & Trivitt, J. R. (2013). Teacher effectiveness: An analysis of licensure screens. Educational Policy. doi:0895904813510777
   Google Scholar
• Teach for America. (2014). Retrieved from http://www.teachforamerica.org/where-we-work/arkansas/expenses
   Google Scholar
• Todd, P. E., & Wolpin, K. I. (2003). On the specification and estimation of the production function for cognitive achievement. The Economic Journal, 113(485), F3–F33.
   Web of Science ®Google Scholar
• Tukey, J. W. (1962). The future of data analysis. The Annals of Mathematical Statistics, 1–67.
   Google Scholar
• United States Department of Education. (2008). The final report of the national mathematics advisory panel. Retrieved from http://www2.ed.gov/about/bdscomm/list/mathpanel/report/final-report.pdf
   Google Scholar
• West, M. R., & Chingos, M. M. (2009). Teacher effectiveness, mobility, and attrition in Florida. In M. G. Springer (Ed.), Performance incentives: Their growing impact on American K-12 education (pp. 251–271). Washington, DC: Brookings Institution Press.
   Google Scholar
• Winer, B. J. (1971). Statistical principles in experimental design (2nd ed.). New York, NY: McGraw-Hill.
   Google Scholar
• Wooldridge, J. M. (2002). Econometric analysis of cross section and panel data. Cambridge, MA: MIT Press.
   Google Scholar
• Xu, Z., Hannaway, J., & Taylor, C. (2011). Making a difference? The effects of Teach for America in high school. Journal of Policy Analysis and Management, 30(3), 447–469.
   Web of Science ®Google Scholar