Teacher qualifications and student achievement in urban elementary schools

By R. Buddin, Gema Zamarro. 2009

316 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/5ca1116e87f8e762d6f21fb039c8cd7d6a424b20

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Citations in the corpus

Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “…Kazemi, & Franke, 2010) have argued that the previously reported weak relationships between teacher characteristics and teacher effectiveness (e.g., Buddin & Zamarro, 2009; Goe, 2007; Solomon, Bigler, Hanushek, Shulman, & Walberg, 2004) are due to the distance between the characteristics measured…”
Teachers’ Bias Against the Mathematical Ability of Female, Black, and Hispanic Students (2019, background): “…some studies find small effects (e.g., 0.003–0.009 SDs for early elementary students [Clotfelter et al., 2007], 0.01 SDs for middle school students [Buddin & Zamarro, 2009b], and 0.05 SDs in high school [Buddin & Zamarro, 2009a]; see also Ouazad, 2008), while others find no statistically…”
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “The exception to this pattern is Buddin and Zamarro’s studies (2009a, 2009b, 2009c) from Los Angeles. Although Black students assigned to Black teachers generally have higher test scores, the authors find no evidence of test score gains, and even find Black high school students assigned to Black mat”
Teacher effects on student achievement in first grade: which aspects matter most? (2014, background): “At the primary level, Buddin and Zamarro (2009) found no effect of a teacher’s degree on second- through fifth-grade student achievement in Los Angeles, whereas Clotfelter, Ladd, and Vigdor (2007) found a negative effect of teachers’ having a master’s degree on third- through fifth-grade student…”