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New Evidence On National Board Certification As A Signal Of Teacher Quality

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  • Irina Horoi
  • Moiz Bhai

Abstract

Using longitudinal data from North Carolina that contains detailed identifiers, we estimate the effect of having a National Board for Professional Teaching Standards (NBPTS) teacher on academic achievement. We identify the effects of an NBPTS teacher exploiting multiple sources of variation including traditional‐lagged achievement models, twin‐ and sibling‐fixed effects, and aggregate grade‐level variation. Our preferred estimates show that students taught by National Board certified teachers have higher math and reading scores by 0.04 and 0.01 of a standard deviation. We find that an NBPTS math teacher increases the present value of students' lifetime income by $48,000. (JEL I20, I21, J2444)

Suggested Citation

  • Irina Horoi & Moiz Bhai, 2018. "New Evidence On National Board Certification As A Signal Of Teacher Quality," Economic Inquiry, Western Economic Association International, vol. 56(2), pages 1185-1201, April.
    • Handle: RePEc:bla:ecinqu:v:56:y:2018:i:2:p:1185-1201
    DOI: 10.1111/ecin.12525
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    Cited by:

    1. Lisa Barrow & Linda Cavalluzzo & Thomas Geraghty & Christine Mokher & Lauren Sartain, 2020. "The Signaling, Screening, and Human Capital Effects of National Board Certification: Evidence from Chicago and Kentucky High Schools," Working Paper Series WP-2020-06, Federal Reserve Bank of Chicago.

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    More about this item

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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