Work

Teacher Preparation and Student Achievement

Year: 2009

Type: article

Abstract: There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value added to student test score performance. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their 1st year.

Source: Educational Evaluation and Policy Analysis

DOI: 10.3102/0162373709353129

Authors: Donald J. Boyd, Pamela L. Grossman, Hamilton Lankford, Susanna Loeb, James Wyckoff

Institutions: University at Albany, State University of New York, Stanford University, University of Virginia

Language: English

Topic: School Choice and Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funders: National Science Foundation, New York State Education Department