National Board for Professional Teaching Starndards: Measuring Teacher Effectiveness

This project will update the existing literature on the effectiveness of National Board certificated teachers (NBCT) and the validity of the National Board for Professional Teaching Standards (NBPTS) assessment using a new sample of teachers. Using data on the assessment results of individual teacher applicants, we analyze the differences in effectiveness between NBCTs and non-NBCTs, and between successful and unsuccessful applicants. We also explore the relationship between the NBPTS assessment and teacher value-added. This study also looks at a policy in Washington State that provides additional compensation to NBCTs who work in high-poverty schools. We examine the impact of this incentive on student achievement and teacher staffing.

 

Related Publications:

Cowan, J. and Goldhaber, D. (2015). Do Bonuses Affect Teacher Staffing and Student Achievement in High-Poverty Schools? Evidence from an Incentive for National Board Certified Teachers in Washington State. CEDR Working Paper 2015-4. University of Washington, Seattle, WA.pdf

Cowan, J. and Goldhaber, D. (2015). National Board Certification and Teacher Effectiveness: Evidence from Washington State. CEDR Working Paper 2015-3. University of Washington, Seattle, WA.pdf