The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High-Poverty Schools

By Donald J. Boyd, H. Lankford, Susanna Loeb, Jonah E. Rockoff, Jim Wyckoff. 2008

469 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/c4b0b5beaf64ddede1f2d2a9a1b06cd950a29de2

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Citations in the corpus

Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018, background): “Previous studies indicated that teaching experience is an important factor for increasing teacher effectiveness and student learning (Boyd et al., 2008; Kraft& Papay, 2014; Papay & Kraft, 2015; Wiswall, 2013), especially if the accumulated teaching experience is closely related to current instructio”
The Economic Value of Higher Teacher Quality. Working Paper 56. (2010, background): “On the other hand, teacher certification has not been shown to be closely related to student achievement; see, for example, Goldhaber and Brewer (2000), Kane, Rockoff, and Staiger (2008), and Boyd et al. (2008).”
Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables (2009, unknown): “This rules out fixed effects solutions like those used by Harris and Sass (2006), Koedel and Betts (2007), Jacob and Lefgren (2008), Rivkin, Hanushek, and Kain (2005), and Boyd et al. (2008).”
The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11. (2010, methodology): “A study using New York City data illustrates the diminishing marginal returns to experience (Boyd et al. 2007).”
Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools (2017, background): “Several recent studies have found strong relationships between school contextual factors such as work environment, school culture, and both student achievement and teacher outcomes (Borman and Dowling 2008; Boyd et al. 2008; Johnson et al. 2012; Ladd 2009; Moller et al. 2013; Stearns et al. 2015).”
Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement (2015, background): “One 7 In practice, one can impose different experience cutoffs (e.g. Boyd et al., 2008) but, this model must include a range over which one cannot estimate the returns to experience. advantage of this Indicator Variable Model is that it enables researchers to estimate the productivity-experience…”
Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores (2013, methodology): “(A more detailed discussion of the attributes of the data can be found in Boyd et al. [2008].) We then divided teachers into quartiles based on each of these two estimated value-added measures.”
Principal Preferences and the Uneven Distribution of Principals Across Schools (2010, background): “Overall, these results suggest that student demographics may be proxies for working conditions when principals express their preferences for schools—a conclusion that parallels analyses of teachers’ preferences (see Boyd et al., 2009; Horng, 2009; Ingersoll, 2001). Principals’ stated preferences and”
The association between teaching students with disabilities and teacher turnover. (2020, background): “…however, have examined if the students in teachers’ classes influence turnover; most studies have focused on the association between student characteristics at the school-level and teacher turnover (e.g., Boyd et al., 2008; DeAngelis & Presley, 2011; Hanushek et al., 2004; Loeb et al., 2005).”