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The Center for the Study of Teaching and Policy Presents - Teacher Quality and Student Achievement: A Review of State Policy Evidence


by Linda Darling-Hammond ó September 13, 2000

Using data from a 50-state survey of policies, state case study analyses, the 1993- 94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.


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Cite This Article as: Teachers College Record, Date Published: September 13, 2000
http://www.tcrecord.org ID Number: 10531, Date Accessed: 12/13/2017 12:37:28 AM

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About the Author
  • Linda Darling-Hammond
    Stanford University
    E-mail Author
    LINDA DARLING-HAMMOND is Charles E. Ducommun Professor of Education at Stanford University. Her research, teaching, and policy interests are focused on teacher quality, school restructuring, and educational equity. Among her recent books is The Right to Learn, recipient of the 1998 Outstanding Book Award from the American Educational Research Association, and Teaching as the Learning Profession (with Gary Sykes), recipient of the 2000 Outstanding Book Award from the National Staff Development Council.
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