14
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

The Narrowing Gap in NYC Teacher Qualifications and its Implications for Student Achievement

Embed Size (px)

DESCRIPTION

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

Citation preview

Page 1: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 2: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 3: The Narrowing Gap in NYC Teacher Qualifications  and its Implications 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

Page 4: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student 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

Page 5: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 6: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 7: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 8: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 9: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 10: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 11: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 12: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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

Page 13: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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.

Page 14: The Narrowing Gap in NYC Teacher Qualifications  and its Implications for  Student Achievement

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