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Download full textBoyd, Donald; Lankford, Hamilton; Loeb, Susanna; Rockoff, Jonah; Wyckoff, James – National Center for Analysis of Longitudinal Data in Education Research, 2007
Studies have found substantial sorting of teachers across schools, with the schools with the highest proportions of poor, non-white, and low-scoring students having the least qualified teachers as measured by certification, exam performance, and inexperience (Lankford, Loeb and Wyckoff, 2002). Yet, there have been substantial changes in the…
Descriptors: Teaching (Occupation), Middle Schools, Teacher Effectiveness, Poverty
Peer reviewedBoyd, Donald; Goldhaber, Daniel; Lankford, Hamilton; Wyckoff, James – Future of Children, 2007
To improve the quality of the teacher workforce, some states have tightened teacher preparation and certification requirements while others have eased requirements and introduced "alternative" ways of being certified to attract more people to teaching. Donald Boyd, Daniel Goldhaber, Hamilton Lankford, and James Wyckoff evaluate these…
Descriptors: Teacher Effectiveness, Academic Achievement, Certification, Teacher Education
Direct linkBoyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – National Bureau of Economic Research, 2005
We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high poverty urban schools. Using data on students and teachers in grades three through eight, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student…
Descriptors: Achievement Gains, Urban Schools, Academic Achievement, Preservice Teacher Education
