| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w13617 |
| 来源ID | Working Paper 13617 |
| Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects | |
| Charles T. Clotfelter; Helen F. Ladd; Jacob L. Vigdor | |
| 发表日期 | 2007-11-28 |
| 出版年 | 2007 |
| 语种 | 英语 |
| 摘要 | We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students -- a pattern we also document -- contributes to achievement gaps in high school. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Market Structures |
| URL | https://www.nber.org/papers/w13617 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/571300 |
| 推荐引用方式 GB/T 7714 | Charles T. Clotfelter,Helen F. Ladd,Jacob L. Vigdor. Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects. 2007. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w13617.pdf（248KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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