What Does Certification Tell Us About Teacher Effectiveness ? Evidence from New York City by
What Does Certification Tell Us About Teacher Effectiveness ? Evidence from New York City by
复制标题
认证告诉我们什么有关教师效能的信息？
DOI：
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发表时间：
2006
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通讯作者：
Thomas J. Kane
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作者：
Thomas J. Kane
我们使用六年的学生考试成绩数据来评估纽约市公立学校认证教师、非认证教师和替代认证教师的有效性。平均而言，教师的认证状态对学生考试成绩的影响很小。然而，在具有相同认证地位的教师中，教师效能存在巨大且持续的差异。这一证据表明，前两年的课堂表现，而不是认证状态，是教师未来有效性的一个更可靠的指标。我们还评估了不同认证状态教师的离职率，以及聘用可预测的高离职率教师对学生成绩的影响。考虑到对经验差异的相对适度的估计，即使是高流动率的群体（比如“为美国而教”的参与者）在第一年也只需要稍微提高一点效率，就能抵消高离职率带来的负面影响。
ABSTRACT We use six years of data on student test performance to evaluate the effectiveness of certified, uncertified, and alternatively certified teachers in the New York City public schools. On average, the certification status of a teacher has at most small impacts on student test performance. However, among those with the same certification status, there are large and persistent differences in teacher effectiveness. This evidence suggests that classroom performance during the first two years, rather than certification status, is a more reliable indicator of a teacher’s future effectiveness. We also evaluate turnover among teachers with different certification status, and the impact on student achievement of hiring teachers with predictably high turnover. Given relatively modest estimates of experience differentials, even high turnover groups (such as Teach for America participants) would have to be only slightly more effective in their first year to offset the negative effects of their high exit rates.