Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness

Creator

Linda Darling-Hammond
Deborah J. Holtzman
Su Jin Gatlin
Julian Vasquez Heilig

Files

Publisher

Arizona State University, University of South Florida

Publication Date

October 2005

Abstract

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers’ certification status, experience, and degree levels from 1995–2002. ...

Keywords

Teachers--Training of, Teacher effectiveness, Teachers--Certification, Teach for America (Project)

Extent

51

Geographic Location

Houston (Texas)

Volume

13

Issue

42

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42). Retrieved [date] from http://epaa.asu.edu/epaa/v13n42.

Identifier

E11-00464

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Darling-Hammond, Linda; Holtzman, Deborah J.; Gatlin, Su Jin; and Heilig, Julian Vasquez, "Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness" (2005). Education Policy Analysis Archives (EPAA). 178.
https://digitalcommons.usf.edu/usf_EPAA/178