This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Goldhaber, D. D. Articles by Brewer, D. J. Search for Related Content Social Bookmarking                   What's this?

Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement

The Urban Institute

Dominic J. Brewer

RAND Corporation

We empirically test how 12th-grade students of teachers with probationary certification, emergency certification, private school certification, or no certification in their subject area compare relative to students of teachers who have standard certification in their subject area. We also determine whether specific state-by-state differences in teacher licensure requirements systematically affect student achievement. In mathematics, we find teachers who have a standard certification have a statistically significant positive impact on student test scores relative to teachers who either hold private school certification or are not certified in their subject area. Contrary to conventional wisdom, mathematics and science students who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				T. S. Dee and S. R. Cohodes Out-of-Field Teachers and Student Achievement: Evidence from Matched-Pairs Comparisons Public Finance Review, January 1, 2008; 36(1): 7 - 32. [Abstract] [PDF]

				D. Balter and W. D. Duncombe Recruiting Highly Qualified Teachers: Do District Recruitment Practices Matter? Public Finance Review, January 1, 2008; 36(1): 33 - 62. [Abstract] [PDF]

				Chifeng Dai, P. T. Sindelar, D. Denslow, J. Dewey, and M. S. Rosenberg Economic Analysis and the Design of Alternative-Route Teacher Education Programs Journal of Teacher Education, December 1, 2007; 58(5): 422 - 439. [Abstract] [PDF]

				R. H. Heck Examining the Relationship Between Teacher Quality as an Organizational Property of Schools and Students' Achievement and Growth Rates Educational Administration Quarterly, October 1, 2007; 43(4): 399 - 432. [Abstract] [PDF]

				M. Akiba, G. K. LeTendre, and J. P. Scribner Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries Educational Researcher, October 1, 2007; 36(7): 369 - 387. [Abstract] [Full Text] [PDF]

				L. Darling-Hammond Third Annual Brown Lecture in Education Research The Flat Earth and Education: How America's Commitment to Equity Will Determine Our Future Educational Researcher, August 1, 2007; 36(6): 318 - 334. [Abstract] [Full Text] [PDF]

				T. M. Smith, L. M. Desimone, and K. Ueno "Highly Qualified" to Do What? The Relationship Between NCLB Teacher Quality Mandates and the Use of Reform-Oriented Instruction in Middle School Mathematics Educational Evaluation and Policy Analysis, January 1, 2005; 27(1): 75 - 109. [Abstract] [PDF]

				L. M. Desimone, T. Smith, D. Baker, and K. Ueno Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective American Educational Research Journal, January 1, 2005; 42(3): 501 - 535. [Abstract] [PDF]

				L. Darling-Hammond and P. Youngs Defining "Highly Qualified Teachers": What Does "Scientifically-Based Research" Actually Tell Us? Educational Researcher, December 1, 2002; 31(9): 13 - 25. [PDF]

				L. Darling-Hammond, B. Berry, and Amy Thoreson Does Teacher Certification Matter? Evaluating the Evidence Educational Evaluation and Policy Analysis, January 1, 2001; 23(1): 57 - 77. [Abstract] [PDF]

				D. D. Goldhaber and D. J. Brewer Evaluating the Evidence on Teacher Certification: A Rejoinder Educational Evaluation and Policy Analysis, January 1, 2001; 23(1): 79 - 86. [Abstract] [PDF]