NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

Teacher Preparation and Student Achievement

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

NBER Working Paper No. 14314
Issued in September 2008
NBER Program(s):   ED   LS

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.

download in pdf format
   (216 K)

email paper

This paper is available as PDF (216 K) or via email.

Machine-readable bibliographic record - MARC, RIS, BibTeX

Document Object Identifier (DOI): 10.3386/w14314

Published: 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.

Users who downloaded this paper also downloaded these:
Boyd, Grossman, Lankford, Loeb, and Wyckoff w14022 Who Leaves? Teacher Attrition and Student Achievement
Clotfelter, Ladd, and Vigdor w12828 How and Why do Teacher Credentials Matter for Student Achievement?
Ronfeldt, Lankford, Loeb, and Wyckoff w17176 How Teacher Turnover Harms Student Achievement
Papay, West, Fullerton, and Kane w17646 Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency
Kane, Rockoff, and Staiger w12155 What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City
 
Publications
Activities
Meetings
NBER Videos
Data
People
About

Support
National Bureau of Economic Research, 1050 Massachusetts Ave., Cambridge, MA 02138; 617-868-3900; email: info@nber.org

Contact Us