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THE EFFECTS
OF TEACHER TRAINING ON TEACHER VALUE-ADDED
Abstract
We study the effects of various types of
education and training on teacher productivity. Previous studies on the subject
have been hampered by inadequate measures of teacher training and difficulties
addressing the non-random selection of teachers to students and of teachers to
training. We address all of these limitations by estimating models with
student, teacher, and school fixed effects using an extensive database from the
state of Florida. Our results suggest that teacher training generally has
little influence on productivity. One exception is that content-focused teacher
professional development is positively associated with productivity in middle
and high school math. In addition, more experienced teachers appear more
effective in teaching elementary and middle school reading. There is no
evidence that either pre-service (undergraduate) training or the scholastic
aptitude of teachers influences their productivity. These results call into
question previous findings based on models that do not adequately control for
the various forms of selection bias.We wish to thank the staff of the Florida
Department of Education's K-20 Education Data Warehouse for their assistance in
obtaining and interpreting the data used in this study. The views expressed is
this paper are solely our own and do not necessarily reflect the opinions of
the Florida Department of Education. This research is part of a larger project
assessing teacher quality being funded by grant R305M040121 from the U.S.
Department of Education.
I.Introduction
It is
generally acknowledged that promoting teacher quality is a key element in
improving primary and secondary education in the United States. Indeed, one of
the primary goals of the No Child Left Behind law is to have a “highly
qualified teacher” in every classroom. Despite decades of research, however,
there is no consensus on what factors enhance teacher quality.
We focus
here on the relationship between teacher productivity and teacher training,
including formal pre-service university education, in-service professional
development, and informal training acquired through on-the-job experience.
Previous research on teacher training has yielded highly inconsistent results
and has fueled a wide range of policy prescriptions. Some studies find that
formal education is important and these have been interpreted as support for
strengthening existing teacher preparation programs in universities1 and
increased expenditures on post-college training. Equally common, however, is
the finding that formal education is irrelevant, leading others to argue for
the elimination of colleges of education.2
One reason
for the uncertainty regarding the effects of teacher training is that all past
studies have suffered from one of three methodological problems. First, it is
difficult to measure productivity, especially in teaching where a student’s own
ability, the influences of a student’s peers, and other characteristics of
schools also affect measured outcomes. The problem is exacerbated by the fact
that assignment of students and teachers to classrooms is usually not
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