Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects
利用北卡罗来纳州全州统考数据，研究高中教师资质（尤其是执照和认证）如何系统性地影响学生成绩，并发现教师资质按种族和社会经济地位的不均衡分布加剧了成绩差距。
We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. We find compelling evidence that teacher credentials, particularly licensure and certification, affects student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. Our findings imply that the uneven distribution of teacher credentials by race and socioeconomic status of high school students—a pattern we also document—contributes to achievement gaps in high school. In addition, some troubling findings emerge related to the gender and race of the teachers.