CEDR Publications: Teacher Credentials

Goldhaber, D. (Forthcoming). Licensure: Exploring the Value of this Gateway to the Teacher Workforce. In E. Hanushek, S. Machin, & L. Woessmann (Ed.), Handbook of the Economics of Education, Vol 3. Amsterdam: North Holland.external hyperlink

Goldhaber, D. & Liddle, S. (2011). The Gateway to the Profession. Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper 2011-2. University of Washington, Seattle, WA.pdf

Goldhaber, D. (2010). Licensure Tests: Their Use and Value for Increasing Teacher Quality. In M. Kennedy (Ed.), Teacher Assessment and the Quest for Teacher Quality: A Handbook (pp.133-147). San Francisco: Jossey-Bass.external hyperlink

Goldhaber D. & Hansen, M. (2010). Using Performance on the Job to Inform Teacher Tenure Decisions. American Economic Review: Papers and Proceedings, 100(2), 250-255.external hyperlink

Goldhaber D. & Hansen, M. (2010). Race, Gender, and Teacher Testing: How Objective a Tool is Teacher Licensure Testing?. American Educational Research Journal, 47(1), 218-251.pdf

Goldhaber, D., & Hannaway, J. (Ed.). (2009). Creating a New Teaching Profession. Washington, DC: Urban Institute Press.external hyperlink

Goldhaber, D. & Hansen, M. (2009). National Board Certification and Teachers' Career Path: Does NBPTS Certification Influence How Long Teachers Remain in the Profession and Where They Teach?. Education Finance and Policy, 4(3), 229-262.pdf

Goldhaber, D. (2008). Teachers Matter, But Effective Teacher Quality Policies are Elusive. In H. F. Ladd & E. B. Fiske (Ed.), Handbook of Research in Education Finance and Policy (pp.146-165). New York: Routledge.external hyperlink

Sharkey, N., & Goldhaber, D. (2008). Teacher Certification Status and Student Achievement: Lessons from Private Schools. Economics of Education Review, 27(5), 504-516.external hyperlink

Goldhaber, D. (2007). Everyone's Doing It, But What Does Teacher Testing Tell Us About Teacher Effectiveness?. Journal of Human Resources, 42(4), 765-794.pdf

Boyd, D., Goldhaber, D., Lankford, H., & Wyckoff, J. (2007). The Effect of Certification and Preparation on Teacher Quality. Future of Children, 17(1), 45-68.external hyperlink

Goldhaber, D. & Anthony, E. (2007). Can Teacher Quality be Effectively Assessed? National Board Certification as a Signal of Effective Teaching. Review of Economics and Statistics, 89(1), 134-150.pdf

Goldhaber, D., Cramer, L., & Choi, H. (2007). A Descriptive Analysis of the Distribution of NBPTS Certified Teachers in North Carolina. Economics of Education Review. 26(2), 160-172. pdf

Goldhaber, D. (2006). National Board Teachers Are More Effective, But Are They In The Classrooms Where They're Needed The Most?. Education Finance and Policy, 1(3), 372-382.external hyperlink

Goldhaber, D. (2004). Why Do We License Teachers?. In F. Hess, A. Rotherham, & K. Walsh (Ed.), A Qualified Teacher in Every Classroom: Appraising Old Answers and New Ideas (pp. 81-100). Cambridge, MA: Harvard Education Press.external hyperlink

Goldhaber, D. & Anthony, E. (2004). National Board Certification Successfully Identifies Effective Teachers. Center on Reinventing Public Education. pdf

Goldhaber, D., Perry, D., & Anthony, E. (2004). The National Board for Professional Teaching Standards (NBPTS) Process: Who Applies and What Factors are Associated with NBPTS Certification?. Educational Evaluation and Policy Analysis, 26(4), 259-280.pdf

Goldhaber, D. & Anthony, E. (2003). Teacher Quality and Student Achievement. New York: Teachers College, Institute for Urban and Minority Education, ERIC Clearinghouse on Urban Education.external hyperlink

Goldhaber, D., Anthony, E., & Perry, D. (2003). Making the Grade: Who Applies for and Earns Advanced Teacher Certification?. Urban Institute: Learning Curve: Facts and Perspectives, No. 2.

Goldhaber, D. (2002). The Mystery of Good Teaching. Education Next, 2(1), 50-55.external hyperlink

Goldhaber, D. & Brewer, D. (2001). Evaluating the Evidence on Teacher Certification: A Rejoinder. Educational Evaluation and Policy Analysis, 23(1), 79-86.external hyperlink

Goldhaber, D. & Brewer, D. (2000). Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement. Educational Evaluation and Policy Analysis, 22(2), 129-145.external hyperlink

Goldhaber, D. & Brewer, D. (1999). Teacher Licensing and Student Achievement. In M. Kanstoroom & C. E. Finn, Jr (Ed.), Better Teachers, Better Schools (pp. 83-102). Washington, DC: The Thomas B. Fordham Foundation.external hyperlink

Goldhaber, D. & Brewer, D. (1998). When Should We Reward Degrees for Teachers?. Phi Delta Kappan, 80(2), 134-138.external hyperlink

Goldhaber, D. & Brewer, D. (1997). Evaluating the Effect of Teacher Degree Level on Educational Performance. In W. Fowler (Ed.), Developments in School Finance 1996 (pp. 197-210). Washington, DC: NCES.external hyperlink

Goldhaber, D. & Brewer, D. (1997). Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity. Journal of Human Resources, 32(3), 505-523.external hyperlink

Brewer, D. & Goldhaber, D. (1996). Educational Achievement and Teacher Qualifications: New Evidence from Microlevel Data. In B. S. Cooper & S. T. Speakman (Ed.), Advances In Educational Productivity Volume 6: Optimizing Education Resources (pp. 243-264). Greenwitch, CT: JAI Press.

 

 

View By Topic Area

Publications are listed in reverse chronological order

Featured Research

Assessing the Potential of Using Value-Added Estimates of Teacher Job Performance for Making Tenure Decisions

Dan Goldhaber & Michael Hansen
2008
pdf
This research brief presents selected findings from work examining the stability of value-added model estimates of teacher effectiveness, focusing on their implication for tenure policies.



Making Connections for Youth in Washington State: The Role of Data in Developing Sound Public Policy

Dan Goldhaber
2010
pdf
This paper discusses the need for adequate, carefully structured data in order to make any broad-based, student-outcome-related judgments about interventions related to teachers.