Teacher Preparation and Student Achievement
NBER Working Paper No. 14314
---- 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. We benefited particularly from insights and help from Carla Asher, Vicki Bernstein, Marilyn Cochrane-Smith, David Cohen, Ronald Ehrenberg, Jennifer Bell-Ellwanger, Robert Floden, Nicholas Michelli, Richard Murnane, Edward Silver, and Ana Maria Villegas. We appreciate financial support from the Carnegie Corporation of New York, City University 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. We are also grateful for the exceptional research assistance provided by Marsha Ing, Luke Miller, Maria Perez, and Matt Ronfeldt, as well as Karen Hammerness, Morva McDonald, and Michelle Reininger. 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. Any errors are attributable to the authors.