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Where You Come From or Where You Go? Distinguishing Between School Quality and the Effectiveness of Teacher Preparation Program Graduates

Author

Listed:
  • Kata Mihaly

    (RAND Corporation)

  • Daniel McCaffrey

    (RAND Corporation)

  • Tim R. Sass

    (Department of Economics, Georgia State University)

  • J. R. Lockwood

    (RAND Corporation)

Abstract

We consider the challenges and implications of controlling for school contextual bias when modeling teacher preparation program effects. Because teachers are not randomly distributed across schools, failing to account for contextual factors in achievement models could bias preparation program estimates. Including school fixed effects controls for school environment by relying on differences among student outcomes within the same schools to identify the program effects, but this specification may be unidentified. Using statewide data from Florida, we examine whether the inclusion of school fixed effects is feasible, compare the sensitivity of the estimates to assumptions underlying for fixed effects, and determine what their inclusion implies about the precision of the preparation program estimates. We discuss the implications of our results on the feasibility, precision, and ranking of programs using the school fixed effect model for policy makers designing teacher preparation program evaluation systems. © 2013 Association for Education Finance and Policy

Suggested Citation

  • Kata Mihaly & Daniel McCaffrey & Tim R. Sass & J. R. Lockwood, 2013. "Where You Come From or Where You Go? Distinguishing Between School Quality and the Effectiveness of Teacher Preparation Program Graduates," Education Finance and Policy, MIT Press, vol. 8(4), pages 459-493, October.
    • Handle: RePEc:tpr:edfpol:v:8:y:2013:i:4:p:459-493
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/EDFP_a_00110
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    References listed on IDEAS

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    1. Sharon Kukla-Acevedo & Megan Streams & Eugenia F. Toma, 2009. "Evaluation of Teacher Preparation Programs: A Reality Show in Kentucky," Working Papers 2009-09, University of Kentucky, Institute for Federalism and Intergovernmental Relations.
    2. Cory Koedel & Eric Parsons & Michael Podgursky & Mark Ehlert, 2015. "Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?," Education Finance and Policy, MIT Press, vol. 10(4), pages 508-534, October.
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    Cited by:

    1. Koen Jochmans & Martin Weidner, 2019. "Fixed‐Effect Regressions on Network Data," Econometrica, Econometric Society, vol. 87(5), pages 1543-1560, September.
    2. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    3. Li Feng & Tim R. Sass, 2017. "Teacher Quality and Teacher Mobility," Education Finance and Policy, MIT Press, vol. 12(3), pages 396-418, Summer.
    4. von Hippel, Paul T. & Bellows, Laura, 2018. "How much does teacher quality vary across teacher preparation programs? Reanalyses from six states," Economics of Education Review, Elsevier, vol. 64(C), pages 298-312.
    5. Goldhaber, Dan & Krieg, John & Theobald, Roddy, 2020. "Effective like me? Does having a more productive mentor improve the productivity of mentees?," Labour Economics, Elsevier, vol. 63(C).
    6. Cory Koedel & Eric Parsons & Michael Podgursky & Mark Ehlert, 2015. "Teacher Preparation Programs and Teacher Quality: Are There Real Differences Across Programs?," Education Finance and Policy, MIT Press, vol. 10(4), pages 508-534, October.
    7. von Hippel, Paul T. & Bellows, Laura & Osborne, Cynthia & Lincove, Jane Arnold & Mills, Nick, 2016. "Teacher quality differences between teacher preparation programs: How big? How reliable? Which programs are different?," Economics of Education Review, Elsevier, vol. 53(C), pages 31-45.
    8. Tim R. Sass, 2015. "Licensure and Worker Quality: A Comparison of Alternative Routes to Teaching," Journal of Law and Economics, University of Chicago Press, vol. 58(1), pages 1-35.
    9. Koedel, Cory & Mihaly, Kata & Rockoff, Jonah E., 2015. "Value-added modeling: A review," Economics of Education Review, Elsevier, vol. 47(C), pages 180-195.
    10. Farieta, Alejandro & Delprato, Marcos, 2024. "The effect of philosophy on critical reading: Evidence from initial teacher education in Colombia," International Journal of Educational Development, Elsevier, vol. 104(C).
    11. Bartanen, Brendan & Husain, Aliza N., 2022. "Connected networks in principal value-added models," Economics of Education Review, Elsevier, vol. 90(C).
    12. Goldhaber, Dan & Krieg, John & Theobald, Roddy, 2014. "Knocking on the door to the teaching profession? Modeling the entry of prospective teachers into the workforce," Economics of Education Review, Elsevier, vol. 43(C), pages 106-124.

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    More about this item

    Keywords

    school quality; teacher preparation programs;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid

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