The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High‐Poverty Schools Sep 01, 2007 By James H. WyckoffDonald BoydHamilton LankfordSusanna LoebJonah Rockoff The Narrowing Gap in New York City Teacher Qualifications and its Implications for Student Achievement in High‐Poverty Schools In this research we explore the how the distribution of teacher qualifications and student achievement in New York City have changed from 2000 through 2005 using data on teachers and students. We find: the gap between the qualifications of New York City teachers in high-poverty schools and low-poverty schools has narrowed substantially over this period, the gap-narrowing associated with new hires has been driven almost entirely by the substitution of teachers entering through alternative certification routes, for uncertified teachers in high-poverty schools, these changes resulted from a direct policy intervention eliminating unlicensed teachers, and perhaps most intriguing, much larger gains could result if teachers with strong teacher qualifications could be recruited. National Center for the Analysis of Longitudinal Data in Education Research National Center for the Analysis of Longitudinal Data in Education Research James H. Wyckoff Jim Wyckoff is a professor of education and public policy at the Frank Batten School of Leadership and Public Policy and the Curry Memorial Professor of Education and Policy. Wyckoff focuses on issues of teacher labor markets, teacher preparation, recruitment, assessment and retention. His current research examines how teacher assessment and evaluation systems influence the quality of teaching, especially in traditionally low performing classrooms. Read full bio Donald Boyd Hamilton Lankford Susanna Loeb Jonah Rockoff Related Content James H. Wyckoff Teacher Turnover, Teacher Quality, and Student Achievement in DCPS Research In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. Teacher Layoffs: An Empirical Illustration of Seniority v. Measures of Effectiveness Research School districts are confronting difficult choices in the aftermath of the financial crisis. Today, the financial imbalance in many school districts is so large that there may be few alternatives to teacher layoffs. UVA Has 5% of Education Scholars Ranked as 'Most Influential' News Four Batten School faculty members affiliated with the EdPolicyWorks research center once again placed in the national rankings of influential education scholars. Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement.