Citation:
Cantrell, S., Fullerton, J., Kane, T. J., & Staiger, D. O. (2008). National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment.
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Abstract:
The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. For this study, the authors compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers. The authors conclude that students assigned to highly-rated applicants outperformed those in the comparison classrooms by more than those assigned to poorly-rated teachers. Moreover, the estimates with and without random assignment were similar.