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Stephens, Geralyn – International Journal for Research in Vocational Education and Training, 2015
Industry professionals are permitted to teach in Michigan's federally funded Career and Technical Education (CTE) secondary programs, before completing a teacher certification program, under the Annual Occupational Authorization (AOA) provision. This study reviews their academic foundations, professional credentials and their pedagogical knowledge…
Descriptors: Vocational Education, Alternative Teacher Certification, Credentials, Teaching Skills
Rector, L. D. – Online Submission, 2011
The purpose of this study was to examine the relationship between the size of high schools, their percentage of SED (socio-economic disadvantaged) students, and API (academic performance index) scores in California, and determine if teacher preparation is a contributing factor. The 2010 API scores and median income of all 52 counties, and the 2010…
Descriptors: Credentials, High Schools, High Stakes Tests, Mathematics Teachers
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. – Journal of Human Resources, 2010
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. We find compelling evidence that teacher credentials, particularly licensure and certification, affects student achievement in systematic ways and that the magnitudes are large…
Descriptors: Credentials, High Schools, Academic Achievement, Poverty
Pelletier, Patricia C. – ProQuest LLC, 2010
In 2004, the State of Florida imposed the Voluntary Prekindergarten Program (VPK). This legislation provides free prekindergarten services to all four-year-old children in the State of Florida (Agency for Workforce Innovation [AWI], 2005a). The legislation outlines the requirements of the VPK schools. This outline addresses specifications for…
Descriptors: Educational Needs, Preschool Education, Teacher Qualifications, Bachelors Degrees
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. – National Bureau of Economic Research, 2007
Education researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data…
Descriptors: Teacher Qualifications, Academic Achievement, Credentials, Teacher Characteristics
Bogard, Kimber; Traylor, Fasaha; Takanishi, Ruby – Early Childhood Research Quarterly, 2008
Recent studies do not find consistent relationships between teacher degree, major, and certification, and PK outcomes (Early, D. M., Bryant, D. M., Pianta, R. C., Clifford, R. M., Burchinal, M. R., Ritchie, S., et al. (2006). Are teachers' education, major, and credentials related to classroom quality and children's academic gains in…
Descriptors: Preservice Teacher Education, Credentials, Elementary Secondary Education, Teacher Qualifications
Hanushek, Eric A.; Rivkin, Steven G. – National Center for Analysis of Longitudinal Data in Education Research, 2010
Extensive education research on the contribution of teachers to student achievement produces two generally accepted results. First, teacher quality varies substantially as measured by the value added to student achievement or future academic attainment or earnings. Second, variables often used to determine entry into the profession and…
Descriptors: Credentials, Teacher Effectiveness, Models, Teacher Qualifications
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. – National Bureau of Economic 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, Standardized Tests
Harris, Douglas N.; Sass, Tim R. – National Center for Analysis of Longitudinal Data in Education Research, 2009
Mounting pressure in the policy arena to improve teacher productivity either by improving signals that predict teacher performance or through creating incentive contracts based on performance--has spurred two related questions: Are there important determinants of teacher productivity that are not captured by teacher credentials but that can be…
Descriptors: Credentials, Teacher Effectiveness, Teaching Skills, Principals
Boyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research, 2008
Value-added models in education research allow researchers to explore how a wide variety of policies and measured school inputs affect the academic performance of students. Researchers typically quantify the impacts of such interventions in terms of "effect sizes", i.e., the estimated effect of a one standard deviation change in the…
Descriptors: Credentials, Teacher Effectiveness, Models, Teacher Qualifications
Clotfelter, Charles T.; Ladd, Helen F.; Vigdor, Jacob L. – National Center for Analysis of Longitudinal Data in Education Research, 2007
Education researchers and policymakers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data…
Descriptors: Credentials, Class Size, Teacher Characteristics, Academic Achievement