The changing distribution of teacher qualifications across schools: A statewide perspective post-NCLB;La cambiante distribución de competencias docentes en las escuelas: Una perspectiva en un estado post-NCLB

Education Policy Analysis Archives

Volumn 18, Issue , 2010, Pages

  de Angelis, Karen J ^a   White, Bradford R ^b   Presley, Jennifer B ^c  

^a UNIVERSITY OF ROCHESTER   (United States)

^b Illinois Education Research Council   (United States)

^c Land grant Universities

Author keywords

Educational policy; Teacher distribution; Teacher qualifications

Indexed keywords

EID: 78650932701     PISSN: None     EISSN: 10682341     Source Type: Journal    
DOI: 10.14507/epaa.v18n28.2010     Document Type: Article

References (60)

1. Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95-135.
2. Ballou, D. (1996). Do public schools hire the best applicants? Quarterly Journal of Economics, 111(1), 97-133.
3. Betts, J. R., Rueben, K. S., & Danenberg, A. (2000). Equal resources, equal outcomes? The distribution of school resources and student achievement in California. San Francisco, CA: Public Policy Institute of California.
4. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2006). How changes in entry requirements alter the teacher workforce and affect student achievement. Education Finance and Policy, 1(2), 176-216.
5. Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Measuring effect sizes: The effect of measurement error. Unpublished manuscript, University of Albany, SUNY.
6. Boyd, D., Lankford, H., Loeb, S., Rockoff, J., & Wyckoff, J. (2008). The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools. Journal of Policy Analysis and Management, 27(4), 793-818.
7. Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2002). Initial matches, transfers, and quits: Career decisions and the disparities in average teacher qualifications across schools. Unpublished manuscript, University of Albany, SUNY.
8. Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005a). Explaining the short careers of high-achieving teachers in schools with low-performing students. American Economic Review, 95(2), 166-171.
9. Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005b). The draw of home: How teachers' preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113-132.
10. Chicago Public Schools (2006, November). Building a quality teaching corps. Paper presented at the 2006 Education Trust National Conference, Washington, DC.
11. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of Human Resources, 41, 778-820.
12. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and student achievement: Longitudinal analysis with student fixed effects. Economics of Education Review, 26, 673-682.
13. DeAngelis, K. J., & Presley, J. B. (2007). Leaving schools or leaving the profession: Setting Illinois' record straight on new teacher attrition (IERC 2007-1). Edwardsville, IL: Illinois Education Research Council.
14. DeAngelis, K. J., Presley, J. B., & White, B. R. (2005). The distribution of teacher quality in Illinois (IERC 2005-1). Edwardsville, IL: Illinois Education Research Council.
15. Figlio, D. N. (2002). Can public schools buy better-qualified teachers? Industrial and Labor Relations Review, 55(4), 686-699.
16. Goe, L. (2002). Legislating equity: The distribution of emergency permit teachers in California. Education Policy Analysis Archives, 10(42).
17. Goldhaber, D., Choi, H. J., & Cramer, L. (2007). A descriptive analysis of the distribution of NBPTS-certified teachers in North Carolina. Economics of Education Review, 26, 160-172.
18. Government Accountability Office (2005). Improved accessibility to education's information could help states further implement teacher qualifications requirements (GAO-06-25). Washington, DC: Author.
19. Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (2004). Why public schools lose teachers. The Journal of Human Resources, 39(2), 326-354.
20. Hirsch, E., Koppich, J. E., & Knapp, M. S. (2001). Revisiting what states are doing to improve the quality of teaching: An update on patterns and trends. Seattle, WA: University of Washington, Center for the Study of Teaching and Policy.
21. Illinois Association of School Boards (2002). The Illinois school code and related laws. Charlottesville, VA: Lexis Law Publishing.
22. Illinois School Code, 105 ILCS 5/21-1a, 92nd General Assembly, (2002).
23. Illinois State Board of Education (n.d.). Illinois teacher salary study. Retrieved April 20, 2010, from http://www.isbe.net/research/htmls/teacher_salary.htm
24. Illinois State Board of Education (2001). State Board approves enhanced basic skills test for future teachers. Retrieved May 18, 2008, from http://www.isbe.net/news/2001/aug23-01.htm
25. Illinois State Board of Education (2003). Illinois criteria for meeting the NCLB requirements for highly qualified teachers. Retrieved May 2, 2010, from http://www.d128.org/files/d128/docs/y09/n66/highly_qualified_teacher_cri teria.pdf
26. Illinois State Board of Education (2006). Illinois revised HQT plan. Retrieved January 19, 2008, from http://www.isbe.state.il.us/nclb/pdfs/hqt_plan.pdf
27. Illinois State Board of Education (2007). Illinois alternative and resident teacher certification programs. Retrieved May 2, 2010, from http://www.isbe.state.il.us/profprep/PDFs/alternate.pdf
28. Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631.
29. Kimball, S. M. (2008). Strategic management of human capital in Chicago Public Schools. Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research.
30. Knoeppel, R. C. (2007). Resource adequacy, equity, and the right to learn: Access to high-quality teachers in Kentucky. Journal of Education Finance, 32(4), 422-442.
31. Kolbe, T., & Rice, J. K. (2009). Are we there yet? The distribution of highly qualified teachers post-NCLB. In J. K. Rice & C. F. Roellke (Eds.), High-stakes accountability: Implications for resources and capacity (pp. 93-115). Charlotte, NC: Information Age Publishing.
32. Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37-62.
33. Levin, J., Mulhern, J., & Schunck, J. (2005). Unintended consequences: The case for reforming the staffing rules in urban teachers union contracts. New York: The New Teacher Project.
34. Levin, J., & Quinn, M. (2003). Missed opportunities: How we keep high-quality teachers out of urban classrooms. New York: The New Teacher Project.
35. Loeb, S., & Miller, L. C. (2006a). A federal foray into teacher certification: Assessing the "highly qualified teacher" provision of NCLB. (Working paper). Stanford, CA: Stanford University.
36. Loeb, S., & Miller, L. (2006b). A review of state teacher policies: What are they, what are their effects, and what are their implications for school finance (Technical Report). Stanford, CA: Stanford University, Getting Down to Facts Project.
37. Lu, X., Shen, J., & Poppink, S. (2007). Are teachers highly qualified? A national study of secondary public school teachers using SASS 1999-2000. Leadership and Policy in Schools, 6(2), 129-152.
38. Murphy, P. J., & DeArmond, M. (2003). From the headlines to the frontlines: The teacher shortage and its implications for recruitment policy. Seattle, Washington: University of Washington, Center on Reinventing Public Education.
39. National Center for Education Statistics (2008a). Digest of education statistics. Washington, DC: Institute of Education Sciences.
40. National Center for Education Statistics (2008b). State education data profiles. Retrieved March 20, 2009, from http://nces.ed.gov/programs/stateprofiles
41. Palardy, G. J., & Rumberger, R. W. (2008). Teacher effectiveness in first grade: The importance of background qualifications, attitudes, and instructional practices for student learning. Educational Evaluation and Policy Analysis, 30(2), 111-140.
42. Peske, H. G., Crawford, C., & Pick, B. (2006). Missing the mark: An Education Trust analysis of teacher-equity plans. Washington, DC: The Education Trust.
43. Peske, H., & Haycock, K. (2006). Teaching inequality: How poor and minority students are shortchanged on teacher quality. Washington, DC: The Education Trust.
44. Rice, J. K. (2003). Teacher quality: Understanding the effectiveness of teacher attributes. Washington, D.C.: Economic Policy Institute.
45. Rice, J. K. (2008). From highly qualified to high quality: An imperative for policy and research to recast the teacher mold. Education Finance and Policy, 3(2), 151-164.
46. Rice, J. K., Roellke, C., Sparks, D., & Kolbe, T. (2009). Piecing together the teacher policy landscape: A policy problem typology. Teachers College Record, 111(2), 511-546.
47. Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458.
48. Rockoff, J. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94(2), 247-252.
49. Rockoff, J. E., Jacob, B. A., Kane, T. J., & Staiger, D. O. (2008). Can you recognize an effective teacher when you recruit one? (NBER Working Paper No. 14485). Cambridge, MA: National Bureau of Economic Research.
50. Sack, J. L. (2002, October 2). Illinois Board adjusts teacher certification to meet federal rules. Education Week, p. 20.
51. Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee, Value-Added Research and Assessment Center.
52. Scafidi, B., Sjoquist, D. L., & Stinebrickner, T. R. (2007). Race, poverty, and teacher mobility. Economics of Education Review, 26(2), 145-159.
53. Shen, J., & Poppink, S. (2003). The certification characteristics of the public school teaching force: National, longitudinal, and comparative perspectives. Educational Horizons, 81(3), 130-137.
54. Teach for America (n.d.). Our mission and approach. Retrieved on April 4, 2010, from www.teachforamerica.org/mission/missionandapproach
55. The New Teacher Project (2007). Hiring, assignment, and transfer in Chicago Public Schools. Brooklyn, NY: Author.
56. U.S. Census Bureau (2008). Statistical abstracts of the United States. Washington, DC: Government Printing Office.
57. U.S. Department of Education (2002). No Child Left Behind: A desktop reference. Washington, DC: Office of Elementary and Secondary Education, U.S. Department of Education.
58. U.S. Department of Education (2009, May). A summary of highly qualified teacher data. Retrieved June 28, 2009, from http://www.ed.gov/programs/teacherqual/data2009.doc
59. Wayne, A. J. (2002). Teacher inequality: New evidence on disparities in teachers' academic skills. Education Policy Analysis Archives, 10(30).
60. Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.