Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching
研究国家专业教学标准委员会（NBPTS）认证与小学学生成绩的关系，发现认证能识别更有效的教师，但认证过程本身不提升教师效能。
In this paper, we describe the results of a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher quality, and whether completing the NBPTS assessment process serves as a catalyst for increasing teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective teacher applicants and that National Board Certified Teachers are generally more effective than teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect, " however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase teacher effectiveness. Copyright by the President and Fellows of Harvard College and the Massachusetts Institute of Technology.