TY  - JOUR
AU  - Boyd,Donald
AU  - Grossman,Pamela
AU  - Lankford,Hamilton
AU  - Loeb,Susanna
AU  - Wyckoff,James
TI  - Teacher Preparation and Student Achievement
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 14314
PY  - 2008
Y2  - September 2008
UR  - http://www.nber.org/papers/w14314
L1  - http://www.nber.org/papers/w14314.pdf
N1  - Author contact info:
Donald Boyd
The Center for Policy Research
University of Albany
135 Western Ave.
Albany, NY  12222
E-Mail: boydd@rockinst.org

Pam Grossman
School of Education
Stanford University
Stanford, CA 94305
E-Mail: Pamg@stanford.edu

Hamilton Lankford
School of Education, ED 317
University at Albany
State University of New York
Albany, NY 12222
E-Mail: hamp@albany.edu

Susanna Loeb
524 CERAS, 520 Galvez Mall
Stanford University
Stanford, CA  94305
Tel: 650/725-4262
E-Mail: sloeb@stanford.edu

James Wyckoff
Curry School of Education
University of Virginia
P.O. Box 400277
Charlottesville, VA 22904-4277
E-Mail: wyckoff@virginia.edu
AB  - 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.
ER  -