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Teacher quality and student achievement: References

Darling-Hammond, L.  (1999, December).  Teacher quality and student achievement:  A review of state policy evidence.  Seattle:  Center for the Study of Teaching and Policy.

Darling-Hammond, L., Berry, B., & Thoreson, A.  (2001).  Does teacher certification matter?  Evaluating the evidence.  Educational Evaluation and Policy Analysis, 23:(1), 57–77.

Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005).  Does teacher certification matter?  Evidence about teacher certification, Teach for America, and teacher effectiveness.  Chapel Hill, NC:  The Southeast Center for Teaching Quality.

Ferguson, R.F., & Ladd, H.F.  (1996).  How and why money matters:  An analysis of Alabama schools.  In H.F. Ladd (Ed.), Holding schools accountable.  Washington, DC:  Brookings Institution, 265-298.

Fetler, M.  (2001, Winter).  Student mathematic achievement test scores, dropout rates, and teacher characteristics.  Teacher Education Quarterly, 28:(1), 151-168.

----- (1999, March).  High school staff characteristics and mathematics test results.  Education Policy Analysis Archive, 7(9).  Available online at http://epaa.asu.edu/epaa/v7n9.html.

Fuller, E.J., & Alexander, C.  (2004, April).  Does teacher certification matter?  Teacher certification and middle school mathematics achievement in Texas.  Paper presented at the national meeting of the American Education Research Association, San Diego.

Goldhaber, D.D., & Brewer, D.J.  (2000).  Does teacher certification matter?  High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-145.

------- (1996).  Evaluating the effect of teacher degree level on educational performance.  Washington, DC:  NCES.  Retrieved online 11 July 2005 at http://nces.ed.gov/pubs97/97535l.pdf.

Greenwald, R., Hedges, L.V., & Laine, R.D.  (1996, Autumn).  The effect of school resources on student achievement.  Review of Educational Research, 66: 3, 361-396.

Grissmer, D., Flanagan, A., & Williamson, S.  (1998).  Why did the Black-White score gap narrow in the 1970s and 1980s?  In C. Jenks and M. Phillips (Eds.), The Black-White test score gap, 182-226.  Washington, DC:  Brookings.

Hanushek, E.A., & Pace, R.R.  (1995).  Who chooses to teach (and why)?  Economics of Education Review, 14, 101-17.

Hanushek, E.A., Rivkin, S.G., & Taylor, L.L.  (1996).  Aggregation and the estimated effects of school resources.  Review of Economics and Statistics, 78(4), 611-627.

Jordan, H.R., Mendro, R., & Weerasinghe, D.  (1997).  Teacher effects on longitudinal student achievement:  A preliminary report on research on teacher effectiveness. Paper presented at the National Evaluation Institute, Indianapolis, IN.

Laczko-Kerr, I., & Berliner, D.C.  (2002, September 6).  The effectiveness of "Teach for America" and other under-certified teachers on student academic achievement: A case of harmful public policy.  Education Policy Analysis Archives, 10(37).  Retrieved online 11 July 2005 from http://epaa.asu.edu/epaa/v10n37/.

National Center for Education Statistics (2000, December). Monitoring School Quality: An Indicators Report. U.S. Department of Education, Office of Educational Research and Improvement, Washington, DC.

National Commission on Teaching and America’s Future.  (1996, September).  What matters most:  Teaching for America’s future.  New York:  Author.

Nye, B., Konstantopoulos, S, & Hedges, L.V.  (2004, Fall).  How large are teacher effects?  Educational Evaluation and Policy Analysis, 26(3), 237-257.

Raymond, M., Fletcher, S.H., & Luque, J.  (2001, August).  Teach for America:  An evaluation of teacher differences and student outcomes in Houston, Texas.  Stanford, CA:  The Hoover Institute, Center for Research on Education Outcomes (CREDO).  Available online at http://credo.stanford.edu/downloads/tfa.pdf.

Rivkin, S.G., Hanushek, E.A., & Kain, J.F.  (2005, March).  Teachers, schools, and academic achievement.  Econometrica, 73(2), 417-458.

Rosenholtz, S.J.  (1986).  The organizational context of teaching.  In Learning to Teach.  University of Illinois at Champaign-Urbana.

Sanders, W.L., & Rivers, J.C.  (1996, November).  Cumulative and residual effects of teachers on future student academic achievement.  Knoxville, TN:  University of Tennessee Value-Added Research and Assessment Center.

Sheilds, Patrick M., Esch, Camille E., Humphrey, Daniel C., Young, Viki M., Gaston, Margaret, & Hunt, Harvey. (1999). The status of the teaching profession: Research findings and policy recommendations. A report to the teaching and California’s Future task force. Santa Cruz, CA: The Center for the Future of Teaching and Learning.

Walsh, K., & Snyder, E.  (2004, December).  Searching the attic:  How states are responding to the nation’s goal of placing a highly qualified teacher in every classroom.  Washington, DC:  National Council on Teacher Quality.

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