National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment
64 Pages Posted: 29 Dec 2008 Last revised: 2 Jun 2022
Date Written: December 2008
Abstract
The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. We compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers. We used information on whether each applicant achieved certification, along with information on each applicant's NBPTS scaled score and subscores, to test whether the NBPTS score was related to teacher impacts on student achievement. We found that students randomly assigned to highly-rated applicants performed better than students assigned to comparison teachers, while students assigned to poorly-rated applicants performed worse. Estimates were similar using data on pairs of teachers that were not randomly assigned. Our results suggest a number of changes that would improve the predictive power of the NBPTS process.
Suggested Citation: Suggested Citation
Do you have a job opening that you would like to promote on SSRN?
Recommended Papers
-
Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating
By Brian Jacob and Steven D. Levitt
-
By Paul Glewwe, Nauman Ilias, ...
-
By Brian Jacob
-
Winning Isn't Everything: Corruption in Sumo Wrestling
By Mark Duggan and Steven D. Levitt
-
The Market for Teacher Quality
By Eric A. Hanushek, John F. Kain, ...
-
Food for Thought: The Effects of School Accountability Plans on School Nutrition
By David N. Figlio and Joshua Winicki
-
The Central Role of Noise in Evaluating Interventions that Use Test Scores to Rank Schools
By Kenneth Y. Chay, Patrick J. Mcewan, ...
-
Does School Accountability Lead to Improved Student Performance?