American Institutes for Research

Working Paper 2

How and Why Do Teacher Credentials Matter for Student Achievement?
Working Paper 2
Author(s): Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor

In this paper, the authors use a ten-year span of longitudinal data from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials, on the one hand, and student achievement on the other. They conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects for math than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economics characteristics of students.

Published: March 2007 | Download: pdf icon new Full Text (PDF 1,183KB)

Read commentary on this working paper by Mary Dilworth of the NBPTS, Daniel McCaffrey of the RAND Corporation, and CALDER researchers, Helen F. Ladd and Tim R. Sass

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