The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools
NBER Working Paper No. 14021
---- Acknowledgements ----
We are grateful to the New York City Department of Education and the New York State Education Department for the data employed in this paper. Vicki Bernstein, Katherine Boisture, Joe Frey, Robert Gordon, Brian Jacob, Sarah Shafer, Nancy Taylor-Baumes, Nancy Willie-Schiff, participants at the APPAM and AEFA conferences and three anonymous reviewers provided helpful comments on an earlier draft. We appreciate financial support from the Carnegie Corporation of New York, the National Science Foundation, the Spencer Foundation and the National Center for the Analysis of Longitudinal Data in Education Research (CALDER). CALDER is supported by IES Grant R305A060018 to the Urban Institute. The views expressed in the paper are solely those of the authors and may not reflect those of the funders or the National Bureau of Economic Research.