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National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?

Author

Listed:
  • Dan Goldhaber

    (Center on Reinventing Public Education, University of Washington)

  • Michael Hansen

    (Center on Reinventing Public Education, University of Washington)

Abstract

Investment in the certification of teachers by the National Board of Professional Teaching Standards (NBPTS) represents a significant policy initiative for the nation's public school teachers. This article investigates the potential impact of NBPTS certification on teachers' career paths. Using a competing risks model on data from North Carolina public schools, we find evidence that those teachers who apply to NBPTS are more likely to be mobile than are nonapplicants, particularly after they have gone through the certification process. Regression discontinuity estimates suggest that National Board–certified teachers are more likely than unsuccessful applicants to leave the North Carolina public school system and that this appears to result from certified teachers exiting high-minority schools, particularly Charlotte-Mecklenburg schools. © 2009 American Education Finance Association

Suggested Citation

  • Dan Goldhaber & Michael Hansen, 2009. "National Board Certification and Teachers' Career Paths: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?," Education Finance and Policy, MIT Press, vol. 4(3), pages 229-262, July.
    • Handle: RePEc:tpr:edfpol:v:4:y:2009:i:3:p:229-262
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.3.229
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    Citations

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    Cited by:

    1. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    2. Gregory Elacqua & Diana Hincapie & Isabel Hincapie & Veronica Montalva, 2022. "Can Financial Incentives Help Disadvantaged Schools to Attract and Retain High‐Performing Teachers? Evidence from Chile," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 41(2), pages 603-631, March.
    3. Joshua M. Cowen & Marcus A. Winters, 2013. "Do Charters Retain Teachers Differently? Evidence from Elementary Schools in Florida," Education Finance and Policy, MIT Press, vol. 8(1), pages 14-42, January.
    4. Cowen, Joshua M. & Butler, J.S. & Fowles, Jacob & Streams, Megan E. & Toma, Eugenia F., 2012. "Teacher retention in Appalachian schools: Evidence from Kentucky," Economics of Education Review, Elsevier, vol. 31(4), pages 431-441.
    5. Cowan, James & Goldhaber, Dan, 2018. "Do bonuses affect teacher staffing and student achievement in high poverty schools? Evidence from an incentive for national board certified teachers in Washington State," Economics of Education Review, Elsevier, vol. 65(C), pages 138-152.
    6. Berlinski, Samuel & Ramos, Alejandra, 2020. "Teacher mobility and merit pay: Evidence from a voluntary public award program," Journal of Public Economics, Elsevier, vol. 186(C).

    More about this item

    Keywords

    National Board of Professional Teaching Standards; teacher certification; public school teachers; North Carolina;
    All these keywords.

    JEL classification:

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

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