The signaling, screening, and human capital effects of National Board certification. Evidence from Chicago and Kentucky high schools.

Autor/inn/en	Barrow, Lisa; Cavalluzzo, Linda C.; Geraghty, Thomas; Mokher, Christine; Sartain, Lauren
Titel	The signaling, screening, and human capital effects of National Board certification. Evidence from Chicago and Kentucky high schools.
Quelle	[Chicago, Illinois]: Federal Reserve Bank of Chicago (2020), ca. 39 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	[Working paper] / Federal Reserve Bank of Chicago. WP 2020, 06
Sprache	englisch
Dokumenttyp	online; Monographie; Graue Literatur
DOI	10.21033/wp-2020-06
Schlagwörter	Arbeitsproduktivität; Dienstleistung; Lehrer; Qualität; Standardisierung; Kentucky; Lehrer; Dienstleistung; Arbeitsproduktivität; Qualität; Standardisierung; Chicago, Ill.; Kentucky
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.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2020/3