Teacher qualifications and early learning: Effects of certification,degree, and experience on first-grade student achievement |
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| Institution: | 1. Hong Kong Institute of Education, Hong Kong;2. Faculty of Education, Science, Technology, and Mathematics, University of Canberra, Australia;1. Institute for Educational Analysis (IBBW), Heilbronner Str. 172, 70191 Stuttgart, Germany;2. Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Europastraße 6, 72072 Tübingen, Germany;3. Center for Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt, Germany;4. University of Wuppertal, Rainer-Gruenter-Straße 21, 42119 Wuppertal, Germany;5. Department of Psychology, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;6. Institute of Educational Sciences, Goethe University Frankfurt, Theodor-W.-Adorno-Platz 6, 60629 Frankfurt, Germany;7. German Institute for International Educational Research Frankfurt, Schloßstr. 29, 60486 Frankfurt, Germany |
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| Abstract: | A fundamental issue inherent to education policy is whether teacher qualifications such as certification status, degree level, preparation, and experience predict student achievement. While existing research provides some direction regarding the potential importance of these qualifications for productivity in secondary schools, less is known about their importance for productivity in elementary schools. This study draws on data from the Early Childhood Longitudinal Study (ECLS) to analyze the relationship between elementary school teacher qualifications and first-grade achievement in reading and mathematics. While we find no effects for certification status, we report positive effects for teachers’ degree type and experience on reading achievement. We also discover potential contextual effects of teachers’ qualifications on student achievement, with first-graders demonstrating higher levels of reading and mathematics achievement in schools where teachers report higher levels of coursework emphasis in these subject areas. We discuss the implications of these findings for policy and future research. |
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