2005
DOI: 10.3386/w11844
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How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

Abstract: We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement tha… Show more

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Cited by 176 publications
(248 citation statements)
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“…In order to control for student-teacher selection, studies in the USA have made use of experiments with random assignment of students and teachers or natural experiments (Clotfelter et al, 2006;Dee, 2004;Garet et al, 2008Garet et al, , 2010Jacob and Lefgren, 2004;Nye et al, 2004). In the absence of such experiments, in this paper, following studies in USA (Betts et al, 2003;Boyd et al, 2006;Clotfelter et al, 2007;Hanushek et al, 2005;Jepsen, 2005;Rivkin et al, 2005;Rockoff, 2004), we use student fixed effects to control for student heterogeneity and student-teacher matching. Student fixed effects alleviate the bias due to students assignment to teachers based on time-invariant student characteristics (static tracking) (Koedel and Betts, 2011;Rothstein, 2010).…”
Section: B2 Selection and Endogeneitymentioning
confidence: 99%
“…In order to control for student-teacher selection, studies in the USA have made use of experiments with random assignment of students and teachers or natural experiments (Clotfelter et al, 2006;Dee, 2004;Garet et al, 2008Garet et al, , 2010Jacob and Lefgren, 2004;Nye et al, 2004). In the absence of such experiments, in this paper, following studies in USA (Betts et al, 2003;Boyd et al, 2006;Clotfelter et al, 2007;Hanushek et al, 2005;Jepsen, 2005;Rivkin et al, 2005;Rockoff, 2004), we use student fixed effects to control for student heterogeneity and student-teacher matching. Student fixed effects alleviate the bias due to students assignment to teachers based on time-invariant student characteristics (static tracking) (Koedel and Betts, 2011;Rothstein, 2010).…”
Section: B2 Selection and Endogeneitymentioning
confidence: 99%
“…The research literature points to the importance of the teacher in student success, identifying teacher characteristics such as a teacher's academic preparation, teaching certifications, and teaching experience (Boyd, Grossman, Lankford, Loeb, & Wyckoff, ; Goldhaber & Brewer, ; Monk, ). STEM teachers at the eight ISHSs were well‐prepared in their subject areas, experienced in teaching, and had STEM real world know‐how.…”
Section: Resultsmentioning
confidence: 99%
“…About 15% of all teachers surveyed in the 2011À2012 SASS, and nearly one in four first-year teachers surveyed, had entered teaching through an alternative pathway, in which they began teaching before completing coursework, often with little or no student teaching experience. Studies of the relationship between teacher certification pathways and teacher turnover generally find that better prepared teachers, including those who complete their certification before entering, are less likely to leave teaching in the first few years (see, e.g., Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2006;Darling-Hammond, Holtzman, Gatlin, & Heilig, 2005;Marinell & Coca, 2013).…”
Section: Teacher Preparation and Experiencementioning
confidence: 99%