Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City
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NBER Working Paper No. 16017
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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 from insights by Vicki Bernstein and Mark Thames. We also thank the program directors and other administrators who provided us with details of their preparation programs. Thanks to participants at the AEFA meetings and seminar participants at the University of Pennsylvania for comments on an earlier draft. We appreciate financial support from the U.S. Department of Education, IES Grant R305E06025 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. Any errors are attributable to the authors. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.