National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment

64 Pages Posted: 29 Dec 2008 Last revised: 31 Jul 2017

See all articles by Steven Cantrell

Steven Cantrell

Bill and Melinda Gates Foundation

Jon Fullerton

University of California, Los Angeles (UCLA) - Department of Policy Studies

Thomas J. Kane

University of California, Los Angeles (UCLA) - School of Public Policy & Social Research; National Bureau of Economic Research (NBER)

Douglas Staiger

Dartmouth College - Department of Economics; National Bureau of Economic Research (NBER)

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

Cantrell, Steven and Fullerton, Jon and Kane, Thomas J. and Staiger, Douglas, National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment (December 2008). NBER Working Paper No. w14608. Available at SSRN: https://ssrn.com/abstract=1320853

Steven Cantrell

Bill and Melinda Gates Foundation ( email )

P.O. Box 23350
Seattle, WA 98102
United States

Jon Fullerton

University of California, Los Angeles (UCLA) - Department of Policy Studies ( email )

Los Angeles, CA
United States

Thomas J. Kane (Contact Author)

University of California, Los Angeles (UCLA) - School of Public Policy & Social Research ( email )

Box 951656
Los Angeles, CA 90095
United States

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

Douglas Staiger

Dartmouth College - Department of Economics ( email )

Hanover, NH 03755
United States
603-643-2979 (Phone)

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

Register to save articles to
your library

Register

Paper statistics

Downloads
45
Abstract Views
1,305
PlumX Metrics