Working Paper: NBER ID: w14608
Authors: Steven Cantrell; Jon Fullerton; Thomas J. Kane; Douglas O. Staiger
Abstract: The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. We compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers. We used information on whether each applicant achieved certification, along with information on each applicant's NBPTS scaled score and subscores, to test whether the NBPTS score was related to teacher impacts on student achievement. We found that students randomly assigned to highly-rated applicants performed better than students assigned to comparison teachers, while students assigned to poorly-rated applicants performed worse. Estimates were similar using data on pairs of teachers that were not randomly assigned. Our results suggest a number of changes that would improve the predictive power of the NBPTS process.
Keywords: National Board Certification; Teacher Effectiveness; Student Achievement
JEL Codes: I21
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| NBPTS certification (J44) | student achievement (I24) |
| highly-rated NBPTS applicants (J44) | student achievement (I24) |
| poorly-rated NBPTS applicants (I24) | student achievement (I24) |
| unsuccessful NBPTS applicants (Y40) | non-applicants effectiveness (C52) |
| NBPTS scaled score (C12) | teacher effectiveness (A21) |
| method of evaluation (NBPTS scoring) (C52) | identifying effective teachers (A21) |