TY - JOUR
T1 - Do teacher characteristics matter? New results on the effects of teacher preparation on student achievement
AU - Kukla-Acevedo, Sharon
N1 - Funding Information:
I am grateful to the Kentucky Education Professional Standards Board for providing the data used in this project. I thank Tim Sass for valuable comments on an earlier draft of this manuscript.
PY - 2009/2
Y1 - 2009/2
N2 - Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers' undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types.
AB - Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers' undergraduate performance, as measured by GPA (overall, math, and math education) and course hours (math and math education), is predictive of 5th grade math achievement. The effects of the teacher characteristics are mediated by years of experience and vary according to student types.
KW - Resource allocation
KW - Teacher preparation
UR - http://www.scopus.com/inward/record.url?scp=57349105615&partnerID=8YFLogxK
U2 - 10.1016/j.econedurev.2007.10.007
DO - 10.1016/j.econedurev.2007.10.007
M3 - Article
AN - SCOPUS:57349105615
SN - 0272-7757
VL - 28
SP - 49
EP - 57
JO - Economics of Education Review
JF - Economics of Education Review
IS - 1
ER -