Is National Board Certification an Effective Signal of Teacher Quality

By L. Cavalluzzo. 2004

247 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ff46b4c5ea3903e22c9c4c400cbbd5177400b2c8

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Citations in the corpus

Approaches to Evaluating Teacher Effectiveness: A Research Synthesis. (2008, background): “There are several studies linking NBPTS certification to gains in student achievement (e.g., Cavalluzzo, 2004; Clotfelter, Ladd, & Vigdor, 2006; Goldhaber & Anthony, 2004; Vandevoort et al., 2004), though there are also studies that do not find a relationship (e.g., Cunningham & Stone, 2005;…”
Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching (2005, background): “We are aware of only a limited number of studies (Bond et al. 2000; Cavalluzzo 2004; Stone 2002; Vandevoort et al. 2004) that attempt to link NBPTS certification status directly to student outcomes.”
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors (2010, unknown): “Summers and Wolfe (1977), Cavalluzzo (2004), Vandevoort, Amrein-Beardsley, and Berliner (2004), and Goldhaber and Anthony (2007) find positive effects from teachers certified by the National Board for Professional Teaching Standards.”
Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. (2006, background): “There is fairly consistent evidence that teacher test scores and subject-matter expertise are modestly related to their classroom performance (Goldhaber and Anthony 2004; Cavalluzzo 2004; Vandevoort, Amrein-Beardsley, and Berliner 2004).”
Beyond Assessment: Performance Assessments in Teacher Education. (2008, unknown): “…& Hattie, 2000; Darling-Hammond, Atkin, Sato, & Chung, forthcoming), reported learning (Lustick & Sykes, 2006), and student achievement gains (Cavalluzzo, 2004; Vandevoort, Amrein-Beardsley, & Berliner, 2004; Goldhaber & Anthony, 2005; Smith, Gordon, Colby, & Wang, 2005; Sanders, Ashton, &…”
Conceptualising and Evaluating Teacher Quality: Substantive and Methodological Issues (2008, methodology): “The most recent study, conducted by Cavalluzo (2004), used data from a large urban school district (Miami-Dade Public Schools) to assess the contribution made by teachers’ professional characteristics to student achievement in mathematics in the ninth and tenth grades.”