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

Background:
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.

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

Findings/Results:




Policy Implications/Recommendations:

Research Design:
Empirical models

Population/Participants/Subjects:
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

Setting:
State

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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