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THE EFFECTS
OF TEACHER TRAINING ON TEACHER VALUE-ADDED
Abstract
We study the effects of various types of
education and training on teacher productivity. Previous studies on the subject
have been hampered by inadequate measures of teacher training and difficulties
addressing the non-random selection of teachers to students and of teachers to
training. We address all of these limitations by estimating models with
student, teacher, and school fixed effects using an extensive database from the
state of Florida. Our results suggest that teacher training generally has little
influence on productivity. One exception is that content-focused teacher
professional development is positively associated with productivity in middle
and high school math. In addition, more experienced teachers appear more
effective in teaching elementary and middle school reading. There is no
evidence that either pre-service (undergraduate) training or the scholastic
aptitude of teachers influences their productivity. These results call into
question previous findings based on models that do not adequately control for
the various forms of selection bias.We wish to thank the staff of the Florida
Department of Education's K-20 Education Data Warehouse for their assistance in
obtaining and interpreting the data used in this study. The views expressed is
this paper are solely our own and do not necessarily reflect the opinions of
the Florida Department of Education. This research is part of a larger project
assessing teacher quality being funded by grant R305M040121 from the U.S.
Department of Education.
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