NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency

John P. Papay, Martin R. West, Jon B. Fullerton, Thomas J. Kane

NBER Working Paper No. 17646
Issued in December 2011

---- Acknowledgements -----

We acknowledge financial support from the Boston Teacher Residency. Kamal Chavda of the Boston Public Schools and Jesse Solomon, Ed Liu, and Zack Mabel of the Boston Teacher Residency generously provided the data for our analysis. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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