North Carolina Teacher and Student Achievement Data Over Ten Years

An administrative dataset from North Carolina, used by Charles T. Clotfelter of Duke University, explores the relationship between teacher characteristics and student achievement. The data covers all teachers and students in the state over a ten-year period, allowing for detailed analysis. The research concluded that teacher experience, test scores, and regular licensure positively affect achievement, with larger effects in math than reading.

Use Cases

• Modeling the causal relationship between teacher credentials and student test scores based on administrative records.
• Comparing the effect sizes of teacher experience versus class size changes on math achievement.
• Analyzing differential impacts of teacher qualifications on math versus reading achievement as mentioned in the description.

Strengths

• Covers all teachers and students in North Carolina over a ten-year period, providing population-level data.
• Allows exploration of teacher credentials with more confidence than previous studies, as stated in the description.

Limitations

• Column-level documentation is absent; field semantics must be inferred after download.
• Row count is unknown, which may limit suitability assessment.
• Last update date is unknown; freshness unverified.

Provenance

Source

Duke University (author Charles T. Clotfelter)

Collection Method

Administrative data collection from North Carolina.

Time Range

Ten-year period (specific years not provided).

Freshness

Last updated is unknown.

Geography

North Carolina, United States.