Teacher Preparation and Student Achievement
Open accessAbstract
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value added to student test score performance. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their 1st year.
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Large-scale, quantitative studies have demonstrated the importance of clinical experiences that replicate the first year of teaching.
“Large-scale, quantitative studies have demonstrated the importance of clinical experiences that replicate the first year of teaching (Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009).”
From Investigating the Third Space: A New Agenda for Teacher Education Research (2020) · cites this paper as Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2009
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Research works printed but not linked: 10
- Ball, D.L., & Cohen, D. (1999) Developing practice, developing practitioners. In L. Darling- Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass Publishers.
- Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2008). Measuring effect sizes: The effect of measurement error. Working Paper prepared for the National Conference on Value-Added Modeling University of Wisconsin-Madison April 22-24, 2008.
- Boyd, D., Lankford, H., Loeb, S., & Wyckoff, J. (2005). The draw of home: How teachers' preferences for proximity disadvantage urban schools. Journal of Policy Analysis and Management, 24(1), 113-132.
- Boyd, D., Grossman, P., Lankford, H., Loeb, S., Michelli, N., & Wyckoff, J. (2006). Complex by design: Investigating pathways into teaching in New York City schools. Journal of Teacher Education, 57(2), 155-166.
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- Darling-Hammond, L. (Ed.). (2000). Studies of excellence in teacher education. Washington D. C.: American Association of Colleges of Teacher Education.
- Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., & Duffy, H. (Eds.). (2005). Preparing teachers for a changing world. San Francisco: JosseyBass.
- Feldt, L., & Brennan, R. (1989). Reliability. In R.L. Linn (Ed.), Educational Measurement (3rd ed., pp. 105-146). New York: Macmillan.
- Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32, 631-662.
- Messick, S. (1989). Validity. In R.L Linn (Ed.), Educational Measurement (3rd ed., pp. 13-103). New York: Macmillan.
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“Moreover, traditional training programs are often misaligned to the practical needs of novices because they follow rigid curricula (Boyd et al., 2009, Van Veen et al., 2012, Week, 2019).”
Self-citation
- Authors
- Boyd, D. J., Grossman, P. L., Lankford, H., Loeb, S., & Wyckoff, J.
- Affiliations
- University at Albany, State University of New York (US)
- Stanford University (US)
- University of Virginia (US)
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2009-12
- Volume
- 31
- Issue
- 4
- Pages
- 416-440
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2889724866
- Cited by
- 818
- References
- 0
- Citations by year
- 2026: 19 · 2025: 29 · 2024: 38 · 2023: 52 · 2022: 57 · 2021: 39 · 2020: 55 · 2019: 56 · 2018: 61 · 2017: 65 · 2016: 69 · 2015: 63 · 2014: 64 · 2013: 54 · 2012: 52
- FWCI
- 127.00
- Type
- journal article
- Language
- en
- Open access
- green
- www.nber.org
- Locations
- Educational Evaluation and Policy Analysis (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Funders
- National Science Foundation
- New York State Education Department
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Education › Teacher Education and Assessments
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher preparation, teacher effectiveness, value added, student test scores, teacher education curriculum, program variation, novice teachers, New York City public schools, teacher attrition
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