Teacher Training, Teacher Quality and Student Achievement


Teacher Training, Teacher Quality and Student Achievement

Issue/Topic: Student Achievement; Teaching Quality; Teaching Quality--Professional Development
Author(s): Harris, Douglas; Sass, Tim
Organization(s): The Florida State University; University of Wisconsin-Madison
Publication: Journal of Public Economics
Published On: 11/25/2010

Background:
While recent research has documented the central role of teacher quality in promoting student achievement, there is no consensus on what factors enhance, or even signal, teacher quality. This has fueled debate over how best to prepare new teachers and how to improve the quality of the existing teacher labor force.

Purpose:
To analyze the effects of both pre-service and in-service training on teacher productivity while addressing the twin selection problems associated with teacher acquisition of training and assignment of students to teachers.

Findings/Results:

Policy Implications/Recommendations:


Research Design:
Study authors use Florida's statewide administrative database to tie student performance to the identity of their classroom teacher and in turn link teachers to their in-service training, college coursework, and college entrance exam scores. The researchers use a two-step model. The first step uses detailed information on in-service training to quantify teacher effects on student performance. The second step adds pre-service experiences to measure all teacher effects on student achievement.

Population/Participants/Subjects:
Florida school administrative records for both math and reading in each of grades three through 10.

Year data is from:
1999-2000 to 2004-2005 academic years

Setting:
State

Data Collection and Analysis:
Use of Florida statewide administrative database that matches teacher characteristics with student achievement data.

Disclaimer:
Reference in this Web site to any specific commercial products, processes or services, or the use of any trade, firm or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Education Commission of the States. Please contact Jennifer Thomsen at 303-299-3633 or jthomsen@ecs.org for further information regarding the information posting standards and user policies of the Education Commission of the States.


© 2020 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education. 700 Broadway #810, Denver, CO 80203-3442

To request permission to excerpt part of this publication, either in print or electronically, please contact the Education Commission of the States’ Communications Department at 303.299.3636 or mzatynski@ecs.org.

Your Education Policy Team  www.ecs.org