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The results show positive effects for teacher experience, test scores, and regular licensure, with stronger impacts in math than reading. Combined credentials correspond to sizable math achievement gains.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/how-and-why-do-teacher-credentials-matter-for-student-achievement-working-paper-12828/269028/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/how-and-why-do-teacher-credentials-matter-for-student-achievement-working-paper-12828/269028.png","ImageObject",300,407,{"name":42,"@type":43},"วิน","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-21","2026-09-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",14,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main research question about teacher credentials and student achievement?","Question",{"text":63,"@type":64},"The paper investigates the causal relationship between specific teacher credentials and student achievement, beyond general agreement that teacher quality matters.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study examine teacher credentials in practice?",{"text":68,"@type":64},"It uses a rich administrative dataset from North Carolina to study links between teacher characteristics/credentials and student achievement outcomes.",{"name":70,"@type":61,"acceptedAnswer":71},"Which teacher credentials are found to have positive effects, and do effects differ by subject?",{"text":72,"@type":64},"Teacher experience, test scores, and regular licensure show positive effects, with larger impacts on math than on reading.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},269028,1789442325,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,120,123,127],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":124,"doc_module":4,"doc_module_name":25,"category_name":125,"show_sort_weight":124,"slug":126},10,"Lifestyle","lifestyle",{"id":128,"doc_module":4,"doc_module_name":25,"category_name":129,"show_sort_weight":97,"slug":130},19,"General","general",{"code":4,"msg":82,"data":132},{"doc_id":79,"user_id":133,"nickname":42,"user_avatar":134,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":140,"language":141,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":12,"update_tm":80,"read_time":145,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","NBER WORKING PAPER SERIES  \nHOW AND WHY DO TEACHER CREDENTIALS MATTER FOR STUDENT  \nACHIEVEMENT?  \nCharles T. Clotfelter  \nHelen F. Ladd  \nJacob L. Vigdor  \nWORKING PAPER 12828  \n[http://www.nber.org/papers/w12828](http://www.nber.org/papers/w12828)  \nNATIONAL BUREAU OF ECONOMIC RESEARCH  \n1050 Massachusetts Avenue  \nCambridge, MA 02138  \nJanuary 2007  \nThis paper is a revised version of a paper initially prepared for a conference organized by the World Bank on \"The Contribution of Economics to the Challenges Faced by Education,\" Dijon, France, June 2006. An earlier version of this paper was presented in March 2006 at the annual meetings of the American Education Finance Association Denver, Colorado. The authors are grateful to the Spencer Foundation for funding for this project, to the North Carolina Education Research Data Center for the data, and to Aaron Hedlund for excellent research assistance. Other research assistants, including Trip Stallings and Roger Aliaga-Diaz, contributed to earlier stages of this research project. We are grateful to them all. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research.  \n© 2007 by Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor. All rights reserved. Short sections of text, not to exceed two paragraphs, may be quoted without explicit permission provided that full credit, including © notice, is given to the source.  \nHow and Why do Teacher Credentials Matter for Student Achievement? Charles T. Clotfelter, Helen F. Ladd, and Jacob L. Vigdor  \nNBER Working Paper No. 12828  \nJanuary 2007 JEL No. I21  \nABSTRACT  \nEducation researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. Despite prodigious amounts of research, however, debate still persists about the causal relationship between specific teacher credentials and student achievement. In this paper, we use a rich administrative data set from North Carolina to explore a range of questions related to the relationship between teacher characteristics and credentials on the one hand and student achievement on the other. Thoughthe basic questions underlying this research are not new-and, indeed, have been explored in many papers over the years within the rubric of the\"education production function\" -the availability of data on all teachers and students in North Carolina over a ten-year period allows us to explore them in more detail and with far more confidence than has been possible in previous studies. We conclude that a teacher's experience, test scores and regular licensure all have positive effects on student achievement, with larger effects formath than for reading. Taken together the various teacher credentials exhibit quite large effects on math achievement, whether compared to the effects of changes in class size or to the socio-economics characteristics of students, as measured, for example, by the education level of their parents.  \nCharles T. Clotfelter  \nSanford Institute of Public Policy Box 90245  \nDuke University  \nDurham, NC 27708 and NBER  \n[charles.clotfelter@duke.edu](charles.clotfelter@duke.edu)  \nHelen F. Ladd  \n214A Terry Sanford Institute Duke University Box 90243  \nDurham, NC 27708  \n[hladd@pps.duke.edu](hladd@pps.duke.edu)  \nJacob L. Vigdor  \nTerry Sanford Institute of Public Policy Duke University  \nDurham, NC 27708 and NBER  \n[jacob.vigdor@duke.edu](jacob.vigdor@duke.edu)  \nEducation researchers and policy makers agree that teachers differ in terms of quality and that quality matters for student achievement. The problem is that it is difficult to measure teacher quality. One strategy used in a number of recent empirical studies is to use teacher fixed effects in an equation explaining variation in student achievement. The variation in these estimated fixed effects is then interpreted as the variation in teacher“quality.” Emerging from such studies is th","cbCairR3hy9XOE9K","https://ap.wps.com/l/cbCairR3hy9XOE9K","pdf",219795,54,"English","# Abstract\n## Research motivation and measurement challenge\n## Data and identification strategy\n## Key findings on credentials and achievement","[{\"question\":\"What is the main research question about teacher credentials and student achievement?\",\"answer\":\"The paper investigates the causal relationship between specific teacher credentials and student achievement, beyond general agreement that teacher quality matters.\"},{\"question\":\"How does the study examine teacher credentials in practice?\",\"answer\":\"It uses a rich administrative dataset from North Carolina to study links between teacher characteristics/credentials and student achievement outcomes.\"},{\"question\":\"Which teacher credentials are found to have positive effects, and do effects differ by subject?\",\"answer\":\"Teacher experience, test scores, and regular licensure show positive effects, with larger impacts on math than on reading.\"}]","How and Why Do Teacher Credentials Matter for Student Achievement? - Working Paper 12828 | PDF",136]