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Download full textMihaly, Kata; McCaffery, Daniel; Sass, Tim R.; Lockwood, J. R. – National Center for Analysis of Longitudinal Data in Education Research, 2012
In this paper we consider the challenges involved in evaluating teacher preparation programs when controlling for school contextual bias. Including school fixed effects in the achievement models used to estimate preparation program effects controls for school environment by relying on differences among student outcomes within the same schools to…
Descriptors: Teacher Certification, Educational Environment, Preservice Teacher Education, Educational Quality
Ladd, Helen F. – National Center for Analysis of Longitudinal Data in Education Research, 2009
This quantitative study uses data from North Carolina to examine the extent to which survey based perceptions of working conditions are predictive of policy-relevant outcomes, independent of other school characteristics such as the demographic mix of the school's students. Working conditions emerge as highly predictive of teachers' stated…
Descriptors: Academic Achievement, Teacher Surveys, Teacher Attitudes, Statistical Analysis
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. – National Center for Analysis of Longitudinal Data in Education Research, 2007
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…
Descriptors: Credentials, High Schools, Academic Achievement, Teacher Distribution
