How and Why Do Teacher Credentials Matter for Student Achievement? Working Paper 2. Revised.

By C. Clotfelter, Helen F. Ladd, Jacob L. Vigdor. 2007

436 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/db9bf9bf61d9aebb21f7a1987ae3fdc9d1c89eed

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Information Systems and Management

Citations in the corpus

Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, positive): “…that the nonrandom place- 1 Jacob and Lefgren (2004) find that principal evaluations of teachers were the best predictor of student achievement; Clotfelter, Ladd, and Vigdor (2006, 2007) find evidence that National Board certification and teacher licensure test scores positively predict…”
Advancing Educational Policy by Advancing Research on Instruction (2008, neutral): “The causal connection between such conventional resources and student outcomes has been found in many studies to be small (Clotfelter et al., 2007; Hanushek, 1989, 1996; Hedges et al., 1994).”
What Makes an Effective Teacher? Quasi-Experimental Evidence (2016, neutral): “Some researchers (e.g., Clotfelter et al., 2006, 2007) found that teachers with stronger academic backgrounds produce larger performance gains for their pupils; others did not find this relationship (e.g., Harris and Sass, 2006, on graduate coursework and Kane et al., 2008a, on college selectivity).”
Can You Recognize an Effective Teacher When You Recruit One? (2008, neutral): “…some researchers have found that teachers with stronger academic backgrounds produce larger performance gains for their children (see, e.g., Clotfelter, Ladd, and Vigdor 2006, 2007), but others do not find this relationship (see, e.g., Harris and Sass 2006 on graduate course work and Kane,…”
Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics (2011, positive): “Clotfelter, Ladd, and Vigdor (2007) examined the relationship of teacher test scores to student mathematics achievement and found that higher teacher test scores are a significant predictor of higher student achievement.”
Returns to Teacher Experience: Student Achievement and Motivation in Middle School (2017, positive): “As a result, the rate at which a student’s knowledge persists from one year to the next occurs at a constant rate, designated by the coefficient β1 in the model (Clotfelter, Ladd, and Vigdor 2007b; Ladd 2008).”
Making a Difference? The Effects of Teach for America in High School. Working Paper 17. Revised. (2009, methodology): “This allows us to employ statistical methods that attempt to account for the nonrandom nature of student assignments to classes/teachers, which have been shown to lead to biased estimates of the impact of teacher credentials (Clotfelter, Ladd, and Vigdor, 2007a; Goldhaber, 2007).”
The Persistence of Teacher-Induced Learning (2010, positive): “…in administrative data from North Carolina, we construct measures of teacher effectiveness, including observable teacher correlates of student achievement such as experience and credentials (Clotfelter, Ladd, and Vigdor 2007) as well as statistically derived measures of teacher value-added.”
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 most consistent evidence of an effect of student–teacher matching for Black students comes from southern states, including Tennessee (Dee, 2004), North Carolina (Clotfelter et al., 2007, 2010), Florida (Egalite et al.,”
The Impact of Teacher Experience: Examining the Evidence and Policy Implications. Brief No. 11. (2010, background): “While some evidence suggests that teachers who remain teaching after three years are less effective on average than those who leave (Clotfelter et al. 2007a), other research has found that less effective teachers are more likely to transfer and leave teaching (Boyd et al. 2009; Goldhaber, Gross,…”