The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools

Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Rockoff, Jonah E.; Wyckoff, James

doi:10.1002/pam.20377

Cited by 179 publications

(148 citation statements)

References 18 publications

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“…However, the descriptive statistics of their students suggest that Teaching Fellows are hired to work in relatively disadvantaged schools, as has been documented in prior studies (Boyd et al, 2008;). …”

Section: Data and Descriptive Statisticsmentioning

confidence: 61%

“…While this is somewhat beyond the scope of our paper, a number of our robustness checks address the issue of sorting. 18 We start with the premise that mentors cannot observe test measurement error, which constitutes roughly 15 percent of the variance in test scores according to both New York State test publishers and an analysis by Boyd et al (2008). Under this assumption, including factors which are unobservable to us but observable to mentors in our regression could, at most, produce an R 2 of 0.85.…”

mentioning

confidence: 99%

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Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Rockoff¹,

Speroni

2011

Labour Economics

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A substantial literature documents large variation in teacher effectiveness at raising student achievement, providing motivation to identify highly effective and ineffective teachers early in their careers. Using data from New York City public schools, we estimate whether subjective evaluations of teacher effectiveness have predictive power for the achievement gains made by teachers' future students. We find that these subjective evaluations have substantial power, comparable with and complementary to objective measures of teacher effectiveness taken from a teacher's first year in the classroom.

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Section: Data and Descriptive Statisticsmentioning

confidence: 61%

mentioning

confidence: 99%

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Rockoff¹,

Speroni

2011

Labour Economics

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“…Analyses by a team of economists showed that, in combination, improvements in these qualifications reduced the gap in achievement between the schools serving the poorest and most affluent student bodies by 25 percent (Boyd et al, 2008). Their findings suggest that changing the mix of teachers available to students can influence achievement, and policies which tackle the twin problems of inadequate and unequally distributed teacher quality may help reduce the achievement gap.…”

Section: Why Worry About Teacher Qualifications?mentioning

confidence: 99%

“…A similar large-scale study of teachers in New York City, also using rich data about teacher qualifications linked to longitudinal individual-level student data, found that students' achievement growth in elementary and middle school mathematics was most enhanced by having a fully certified teacher who had graduated from a university-based pre-service teacher education program, who had a strong academic background (as measured by math SAT scores), and who had more than two years of experience (Boyd et al, 2008). Students' achievement was hurt most by having an inexperienced teacher on a temporary license-again, a teaching profile most common in highminority, low-income schools.…”

Section: Why Worry About Teacher Qualifications?mentioning

confidence: 99%

Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions

Adamson

Darling‐Hammond

2012

EPAA

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Abstract:The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is inequitably distributed, by reviewing research and examining data on school funding, salaries, and teacher qualifications from California and New York-two large states that face similar demographic diversity and educational challenges. Using wage adjustments to control for cost of living differentials, we find that both overall school funding and teacher salary levels are highly inequitable both across and within states -generally exhibiting a ratio of 3 to 1 between high-and low-spending jurisdictions. Furthermore, low-salary districts serve students with higher needs, offer poorer working conditions, and hire teachers with significantly lower qualifications, who typically exhibit higher turnover. We find that districts serving the highest proportions of minority and low-income students have about twice as many uncredentialed and inexperienced teachers as do those serving the fewest. In an elasticity analysis, we find that increases in teacher salaries are associated with noticeable decreases in the proportions of teachers who are newly hired, uncredentialed, or less well educated. These teacher qualifications, in turn, are associated with student achievement, holding student characteristics constant. We review research on strategies that have been largely unsuccessful at addressing this problem, such as epaa aapeFunding disparities and the inequitable distribution of teachers 2 "combat pay" intended to recruit teachers to high need schools, suggesting that small bonuses might be productive if added to an equitable salary structure where working conditions are comparable, but may be inadequate to compensate for large differentials in salaries and working conditions. We review studies illustrating successful policy strategies in states that have taken a more systemic approach to equalizing salaries, raising teaching standards, and providing supports for teacher learning and school development. We recommend federal initiatives that could provide stronger supports and incentives for equalizing students' access to well-qualified and effective teachers, including equalizing allocations of ESEA resources across states, enforcing existing ESEA comparability provisions for ensuring equitable funding and equally qualified teachers to schools serving different populations of students, evaluating progress on resource equity in state plans and evaluations under the law, and requiring states to meet standards of resource equity -including the availability of well-qualified teachers -for schools identified as in need of improvement. Keywords: teacher salaries, school funding, teacher qualifications, inequality, teacher distribution Disparidades de financiamiento y la distribuc...

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“…4 The one possible exception is attention to teachers lacking full certification. 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, andBoyd et al (2008). …”

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confidence: 99%

The Economic Value of Higher Teacher Quality

Hanushek¹

2010

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Most analyses of teacher quality end without any assessment of the economic value of altered teacher quality. This paper combines information about teacher effectiveness with the economic impact of higher achievement. It begins with an overview of what is known about the relationship between teacher quality and student achievement. This provides the basis for consideration of the derived demand for teachers that comes from their impact on economic outcomes. Alternative valuation methods are based on the impact of increased achievement on individual earnings and on the impact of low teacher effectiveness on economic growth through aggregate achievement. A teacher one standard deviation above the mean effectiveness annually generates marginal gains of over $400,000 in present value of student future earnings with a class size of 20 and proportionately higher with larger class sizes. Alternatively, replacing the bottom 5-8 percent of teachers with average teachers could move the U.S. near the top of international math and science rankings with a present value of $100 trillion. It has become widely accepted that high quality teachers are the most important asset of schools, but this recognition has not led to any consensus on the appropriate policies that should be followed to ensure that we have a good stock of teachers. The policy proposals range quite broadly, although generally they call either for closer regulation of quality or for more use financial incentives with little in between these two poles. Remarkably, these policy deliberations seldom include even the most rudimentary economic analyses or evaluations. The focus of most educational policy research and of the majority of public discussions of school policy is simply whether or not some school input has a significant positive impact on student achievement and not what it might cost or the economic benefits it might produce.1 This paper focuses on the demand side of the teacher labor market in the United States and provides baseline estimates of the economic value of improving teacher quality.Much of the discussion about the potential demand for teachers is framed in terms of ensuring sufficient numbers of trained teachers. This, however, is not really the issue, because the U.S. has have for a long time trained considerably more teachers than the number of positions that annually become open in schools. For example, in 2000 86,000 recent graduates entered into teaching, even though 107,000 graduated with an education degree the year before (see Provasnik and Dorfman (2005), U.S. (2009)). 2 At the same time, many have noted shortages of teachers in particular 1 One notable exception is the long term emphasis by Henry Levin and his co-authors on comparing benefits and costs, although this has not developed much traction in policy debates. See, for example, Levin and McEwan (2001) and Belfield and Levin (2007). An early attempt at benefit-cost analysis in the case of class size reduction is found in Krueger (2002), following a conceptually similar...

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The narrowing gap in New York City teacher qualifications and its implications for student achievement in high‐poverty schools

Cited by 179 publications

References 18 publications

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Subjective and objective evaluations of teacher effectiveness: Evidence from New York City

Funding Disparities and the Inequitable Distribution of Teachers: Evaluating Sources and Solutions

The Economic Value of Higher Teacher Quality

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