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Studies in the analysis include: Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2004) Teacher sorting, teacher shopping, and the assessment of teacher effectiveness. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006) Teacher-student matching and the assessment of teacher effectiveness. Retrieved May 20, 2009 from the National Bureau of Economic Research web site: http://www.nber.org/papers/w11936; Clotfelter, C. T. Ladd, H. F., & Vigdor, J. L. (2007) How and why do teacher credentials matter for student achievement? Ehrenberg, R. G., & Brewer, D. J. (1994) Do school and teacher characteristics matter? Evidence from high school and beyond. Economics of Education Review, 13, 1-17; Goldhaber, D., & Anthony, E. (2007) Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. Review of Economics and Statistics, 89(1), 134-150; Goldhaber, D. D., & Brewer, D. J. (1997) Why don't schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. The Journal of Human Resources, 3, 505-523; Goldhaber, D. & Brewer, D. J. (2000) Does teacher certification matter? High school teacher certification status and student achievement. Educational and Evaluation and Policy Analysis, 22(2), 129-145; Hanushek, E. A., Kain, J. F., O'Brien, D. M., & Rivkin, S. G. (2005) The market for teacher quality. Retrieved May 20, 2009 from the National Bureau of Economic Research web site: http://www.nber.org/papers/w11154.pdf; Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (1998) Teachers, schools, and academic achievement. Retrieved May 20, 2009 from the National Bureau of Economic Research web site:http://www.nber.org/papers/w6691.pdf; Harris, D. N., & Sass, T. R. (2006) Value-added models and the measurement of teacher quality. Harris, D. N., & Sass, T. R. (2007a) What makes for a good teacher and who can tell? Harris, D. N., & Sass, T. R. (2007b) Teacher training, teacher quality, and student achievement. Retrieved May 20, 2009 from the National Center for Analysis of Longitudinal Data in Education Research web site: http://www.caldercenter.org/PDF/1001059_Teacher_Training.pdf; Harris, D. N., & Sass, T. R. (2008) The effects of NBPTS-certified teachers on student achievement. National Center for Analysis of Longitudinal Data in Education Research; Jeptson, C. (2005) Teacher characteristics and student achievement: Evidence from teacher surveys. Journal of Urban Economics, 57,302-319; Monk, D. H. (1994) Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Educational Review, 13, 125-145; Riordan, J. (2006, April) Is there a relationship between No Child Left Behind indicators of teacher quality and the cognitive and social development of early elementary students? Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA; Schneider, B. L. (1985) Further evidence of school effects. Journal of Educational Research, 78, 351-356.
For evidence on the lack of correlation between education coursework and teacher effectiveness, see M.B. Allen, "Eight Questions on Teacher Preparation: What Does the Research Say?" Education Commission of the States, (2003) at: http://www.ecs.org/html/educationIssues/teachingquality/tpreport/home/summary.pdf.