The Signaling, Screening, and Human Capital Effects of National Board Certification: Evidence from Chicago and Kentucky High Schools

39 Pages Posted: 27 Apr 2020

Date Written: January 2020

Abstract

The National Board for Professional Teaching Standards recognizes teachers who meet performance standards for “accomplished” educators. States and districts provide support for teachers to obtain this certification, which is considered an honor in the field. Using high school data from Chicago and Kentucky, we examine whether participation in the time- and resource-intensive certification process improves teacher productivity and, ultimately, if recognized teachers are of higher quality than their non-certified peers. We find the certification process itself did not increase teacher productivity. Further, we find mixed evidence on whether certified teachers are more effective at raising test scores than non-certified teachers.

Suggested Citation

Barrow, Lisa and Cavalluzzo, Linda and Geraghty, Thomas F. and Mokher, Christine and Sartain, Lauren, The Signaling, Screening, and Human Capital Effects of National Board Certification: Evidence from Chicago and Kentucky High Schools (January 2020). FRB of Chicago Working Paper No. WP-2020-06, Available at SSRN: https://ssrn.com/abstract=3584785 or http://dx.doi.org/10.2139/ssrn.3584785

Lisa Barrow (Contact Author)

Federal Reserve Bank of Chicago ( email )

230 South LaSalle Street
Chicago, IL 60604
United States
312-322-5073 (Phone)
312-322-2357 (Fax)

Linda Cavalluzzo

CNA Corporation ( email )

4825 Mark Center Dr #100
Alexandria, VA 22311
United States

Thomas F. Geraghty

Northwestern University - Pritzker School of Law ( email )

375 E. Chicago Ave
Chicago, IL 60611
United States

Christine Mokher

affiliation not provided to SSRN

Lauren Sartain

University of Chicago ( email )

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