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The Narrowing Gap in NYC Teacher Qualifications and its Implications for Student Achievement. Don Boyd, Hamp Lankford, Susanna Loeb, Jonah Rockoff, & Jim Wyckoff First Annual CALDER Conference October 4, 2007. Learning from Data on Teachers and their Students – An Example. - PowerPoint PPT Presentation
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The Narrowing Gap in NYC Teacher Qualifications and its Implications for Student Achievement
Don Boyd, Hamp Lankford, Susanna Loeb, Jonah Rockoff, & Jim Wyckoff
First Annual CALDER ConferenceOctober 4, 2007
Learning from Data on Teachers and their Students – An Example
Changing qualifications in NYC, 2000-05
Role of teachers in student achievement – distinguishing effective teachers through measured characteristics
Implications of improved observed qualifications for student achievement
Data NYC teachers 2000-2005
teacher qualifications: cert exam scores, cert areas, initial routes to teaching, SAT scores, experience, BA institution ranking
Students Achievement scores in math and reading (ELA)
grades 3-8 student fixed effects
Classroom Class size, average student characteristics
Schools - categorized Free Lunch Quartiles in 2000, also by year and by
race/ethnicity and achievement
LAST Exam Failure Rate of Elementary Teachers by Poverty Quartile, 2000-2005
10%
15%
20%
25%
30%
35%
40%
2000 2001 2002 2003 2004 2005
Perc
en
t o
f te
ach
ers
Low est quartile 2nd quartile 3rd quartile Highest quartile
LAST Exam Failure Rate of New Teachers by Poverty Quartile, 2000-2005
10%
15%
20%
25%
30%
35%
2000 2001 2002 2003 2004 2005
% o
f n
ew t
each
ers
Lowest quartile 2nd quartile 3rd quartile Highest quartile
Percent Teachers with Fewer than Three Years Experience, NYC Elementary Schools, 2000-2005
15%
20%
25%
2000 2001 2002 2003 2004 2005
Pe
rce
nt
of
tea
ch
ers
Lowest quartile 2nd quartile 3rd quartile Highest quartile
Policies Contributing to Change
In 2000 the NYS Regents created alternative certification routes
In 2000 the NYC Department of Education created its first cohort of Teaching Fellows
Effective September 2003, NYS Regents eliminated temporary licenses for uncertified teachers with very limited exceptions
Between 2000 and 2003 starting salaries in NYC increased from $33,186 to $39,000
New Teachers by Pathway, 2000-2005
0
1,000
2,000
3,000
4,000
5,000
6,000
2000 2001 2002 2003 2004 2005
Nu
mb
er
of n
ew
tea
che
rs
College recommeded and other Teaching Fellows and TFA Temporary license
Average Certification Exam Scores, First Taking (2004; Passing= 220,SD=~30)
246
247
267
276
242
200 210 220 230 240 250 260 270 280 290 300
CollegeRecommended
Individual Evaluation
Teaching Fellow
Teach For America
Temp license
Estimating Effects of Teacher Attributes
Aisgty - Ais’g(g-1)t’(y-1) = β0 + Siy β1 + Cty β 2 + Tty β3
+ πi + πg + πy + εisgty
Change in student achievement is a function of: student, grade and year fixed effects, time varying student characteristics, time varying classroom characteristics, and teacher characteristics.
Specification checks Achievement levels with school fixed effects Only those with fewer than 3 years of experience Alternatives for missing teacher test scores
05
1015
Pro
por
tion
of T
each
ers
-.15 -.1 -.05 0 .05 .1 .15 .2Average Impact on Students in Standard Deviations
Rich 2001 Poor 2001Rich 2005 Poor 2005
Changes in Grades 4 & 5 Math Attributable to Teacher Qualifications, Rich and Poor Deciles
2001 & 2005
Characteristics of Teachers in Poorest Quartile of Schools by their Value Added Attributable to Observed Qualifications
VA Quintile Mean VAYears
ExperienceLAST Pass
FirstNot
CertifiedMath SAT
Verbal SAT
1 -0.103 2.054 0.653 0.626 423 4782 -0.033 5.324 0.638 0.272 421 4663 -0.003 6.867 0.715 0.063 433 4694 0.021 6.546 0.777 0.022 446 4615 0.059 5.944 0.872 0.007 489 459
Range 0.162 3.890 0.219 -0.619 66 -18
Summary Gap in teacher qualifications narrowed
substantially between 2000 and 2005
Likely result of changes in the state and city rules governing teachers
Changing qualifications appears to have improved student achievement
Greater improvements could result from more selective hiring, combined with effective evaluation for the purposes of improvement / professional development and selection.
Papers and other documents available at:
www.teacherpolicyresearch.org
We are grateful to the New York City Department of Education and the New York State Education Department for the data used in this paper