Examining FAMU’s supply of teachers: a value-added analysis of college of preparation on pupil academic achievement

Mason, Patrick L. (2010): Examining FAMU’s supply of teachers: a value-added analysis of college of preparation on pupil academic achievement.

Abstract

Some teacher preparation institutions may provide higher quality teachers than others. Pupil academic achievement is one measure of the quality of teaching. Standardized test scores, e.g., the Florida Comprehensive Assessment Tests (FCAT), provide a measure of pupil academic achievement. This study seeks to ascertain whether Florida Agricultural & Mechanical University (FAMU) has a “college preparation effect” on the average pupil’s FCAT reading and mathematics scores. We find that the quality of FAMU’s teachers is statistically indistinguishable from the quality of teachers prepared by all other public colleges and universities in the state of Florida. This appears to be a robust conclusion. Our results are roughly the same regardless of whether we confine the sample to pupils matched with traditionally trained teachers (college of education graduates), all teachers, all traditionally trained African American teachers, or all African American teachers.

• Item Type: MPRA Paper
• Language: English
• Keywords: teacher quality, value-added model, historically black colleges and universities, HBCU, teacher productivity, education and value-added
• Subjects: J - Labor and Demographic Economics > J4 - Particular Labor Markets > J45 - Public Sector Labor Markets; I - Health, Education, and Welfare > I2 - Education and Research Institutions; J - Labor and Demographic Economics > J4 - Particular Labor Markets > J44 - Professional Labor Markets ; Occupational Licensing; J - Labor and Demographic Economics > J4 - Particular Labor Markets > J48 - Public Policy; J - Labor and Demographic Economics > J1 - Demographic Economics > J15 - Economics of Minorities, Races, Indigenous Peoples, and Immigrants ; Non-labor Discrimination

References

Chingos, Matthew and Paul E. Peterson. (2010). “Do Schools Districts Get What They Pay For? Predicting Teacher Effectiveness by College Selectivity, Experience, Etc.” Harvard University Program on Education Policy and Governance Working Papers Series 10-08.

Corcoran, S. P., & Jennings, J. L. (2009). Review of “An Evaluation of Teachers Trained Through Different Routes to Certification: Final Report.” Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit.

Florida Department of Education. (2009a). “Overall Performance of 2007-08 Teacher Preparation Program Completers Teaching Reading and Mathematics Grades 4-10 during 2008-09.” November.

Florida Department of Education. (2009b). “Production of Teachers Who Remain in the Classroom Varies by Preparation Program,” Office of Program Policy Analysis & Government Accountability an office of the Florida Legislature, Report No. 09-28 (June).

Florida Department of Education. (2010a). “Teacher effectiveness in reading and mathematics 2008-2009.”

Florida Department of Education. (2010b). “Rule 6A-1.09981: Implementation of Florida’s System of School Improvement and Accountability,” Florida Administrative Weekly & Florida Administrative Code. https://www.flrules.org/gateway/RuleNo.asp?id=6A-1.09981 (April 12, 2010).

Florida Department of Education. (2004). “Fall Staff and Student Survey Data,” State Board of Education.

Harris, Douglas and Tim R. Sass. (2006). “Value-Added Models and the Measurement of Teacher Quality,” Florida State University, Working paper.

Harris, Douglas and Tim R. Sass. (2008). “Teacher training, teacher quality and student achievement,” Florida State University, Working paper.

Hispanic Outlook in Higher Education Magazine. (2009). “Institutional Profiles: Florida International University.” http://www.hispanicoutlook.com/institutional.view.htm?itemid=14, April 23, 2010.

Kane, Thomas J., Jonah E. Rockoff, and Douglas O. Staiger. (2006). “What does certification tell us about teacher effectives? Evidence from New York City,” National Bureau of Economic Research Working Paper 12155. http://www.nber.org/papers/w12155.

Mason, Patrick. (2010a). “Does teacher preparation matter? pupil academic achievement and teacher’s college preparation.” Tallahassee, FL: Florida State University. Unpublished working paper.

Mason, Patrick. (2010b). “Assessing difference: Examining Florida’s initial teacher preparation programs and exploring alternative specifications of value-added models.” Tallahassee, FL: Florida State University. Unpublished working paper.

Milton, Sande, Pamela Flood, Melinda Dukes, Fely Curva, Ryan Wilke, Eileen McDaniel, Kathryn S. Hebda, Genae Crump, and Rebecca Pfeiffer (2008). “Beginning Teachers from Florida Teacher Preparation Programs: A Report on State Approved Teacher Preparation Programs with Results of Surveys of Program Completers.” Florida Department of Education, The Florida Center for Interactive Media, College of Education, Florida State University. January.

Noell, George H., Bethany A. Porter, R. Maria Patt, Amanda Dahir. (2008). “Value Added Assessment of Teacher Preparation in Louisiana: 2004-2005 to 2006-2007,” Technical Report. Baton Rouge, Louisiana: Louisiana State University.

Provasnik, Stephen and Linda L. Shafter. (2004). “Historically Black Colleges and Universities, 1976 – 2001.” (NCES 2004 – 062). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office.

Robinson, Brooks B. and Angela R. Albert. (2008). “HBCU’s institutional advantage: returns to teacher education,” in Gasman, Marybeth, Benjamin Baez, and Caroline Sotello Viernes Turner. (editors). Understanding Minority-Serving Institutions, Albany, NY: State University of New York Press, pp. 183 – 199.

Rockoff, Jonah E. (2004). “The impact of individual teachers on student achievement: evidence from panel data,” American Economic Review Papers and Proceedings.

Todd, Petra E. and Kenneth I. Wolpin. (2003). “On the specification and estimation of the production function for cognitive achievement,” Economic Journal, 113 (February):F3-F33.