Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher Licensure Testing?

Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher Licensure Testing?

Issue/Topic: Teaching Quality--Certification and Licensure
Author(s): Goldhaber, Dan; Hansen, Michael
Organization(s): University of Washington
Publication: American Educational Research Journal
Published On: 1/1/2010

Despite the popularly of state-mandated licensure tests and the increased emphasis of testing teachers under No Child Left Behind, there has been limited research examining whether teachers' performance on licensure tests is a valid indicator of classroom effectiveness. Further, there is relatively little work linking teacher licensure test scores to student achievement.

To analyze the information teacher licensure tests provide about teacher effectiveness.


Policy Implications/Recommendations:

Research Design:
Empirical models

4,051 North Carolina teachers and 174,828 students in grades 4-6 from the 1994-95 school year through the 2004-05 school year.

Year data is from:
1994-95 school year through 2004-05 school year


Data Collection and Analysis:
NC Department of Public Instruction administrative records, as maintained by the NC Education Research Data Center. Student achievement measures come from state-mandated, standardized end-of-grade reading and math tests. Data also include student background information such as gender, race, ethnicity and eligibility for the federal free and reduced-price meals service. Teacher data include information on teachers' degrees and experience levels, licensure status, and scores on Praxis II tests.

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