Here are some additional resources on teacher-quality research:
- “The Effect of School Resources on Student Achievement,” by Rob Greenwald, Larry V. Hedges, and Richard D. Laine, in the Review of Educational Research, Volume 66, No. 3, Pages 361-396.The 1996 paper includes a review of past research findings that look at the effect of teachers’ years of experience.
- “Assessing the Effects of School Resources on Student Performance: An Update,” by Eric A. Hanushek, in Educational Evaluation and Policy Analysis, Summer 1997, Volume 19, No. 2, Pages 141-164. A review of research literature that, among other issues, takes a different view of the evidence for a connection between teachers’ experience and student outcomes.
- “Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement,” by Dan D. Goldhaber and Dominic J. Brewer, in Educational Evaluation and Policy Analysis, Summer 2000, Volume 22, No. 2, Pages 129-145. This extensive analysis of national data focuses on the state licenses teachers hold and their students’ performance.
- “Does Teacher Certification Matter? Evaluating the Evidence,” by Linda Darling-Hammond, Barnett Berry, and Amy Thoreson, in Educational Evaluation and Policy Analysis, Spring 2001, Volume 23, No. 1, Pages 55-57. This critique takes issue with select parts of Goldhaber and Brewer’s study the year before.
- Learning From Teaching: A Developmental Perspective, a 1974 book, by Jere E. Brophy and Carolyn M. Evertson, that illustrates the kind of large-scale, controlled studies of teaching practices that were carried out in the 1970s.
- “Paying for Public Education: New Evidence on How and Why Money Matters,” by Ronald F. Ferguson, in the Harvard Journal on Legislation, Volume 28, Pages 465-498. The 1991 article analyzes, among other factors, the link between teachers’ basic skills and their students’ achievement.
- “Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement,” by David H. Monk, in the Economics of Education Review, Volume 13, No. 2, Pages 125-145. This 1994 article examines national data on students’ performance and their teachers’ own college-level course-taking.
- “Teacher Certification Reconsidered: Stumbling for Quality” is the Abell Foundation’s critical review of the research base that has been used to support state licensure rules. (Requires Adobe’s Acrobat Reader.)
Read the response to the Abell report from the National Commission on Teaching & America’s Future. (Requires Adobe’s Acrobat Reader.)
A version of this article appeared in the April 03, 2002 edition of Education Week as Follow-Up: Teacher Quality