A Data Comparison of the Impact of Nationally Board Certified Teachers on Student Achievement PDF Download
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Author: Carissa Hunerdosse
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
"The purpose of this study was to analyze the impact National Board Certification has on student achievement. The research includes findings that answer the questions, "Should at risk school districts use National Board Certification as a way to increase student achievement?", "Should school districts continue to give financial incentives for National Board Certification as a way to encourage professionals?", and "Should teachers consider the National Board Certification Process as a way to refine their craft?" The research was conducted using the Missouri Department of Elementary and Secondary Education data base as well as the National Board for Professional Teaching Standards list of Nationally Board Certified Teachers. The findings were analyzed by conducting an ANOVA through Microsoft Excel and A Statistical Program (ASP) software. Findings indicate that there is an increase is student achievement in districts that employ a higher percentage of Nationally Board Certified Teachers than districts that do not. Additionally, the district may want to consider the implementation of entire buildings participating in the Take One National Board Certification Process."
Author: Carissa Hunerdosse
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 32
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Book Description
"The purpose of this study was to analyze the impact National Board Certification has on student achievement. The research includes findings that answer the questions, "Should at risk school districts use National Board Certification as a way to increase student achievement?", "Should school districts continue to give financial incentives for National Board Certification as a way to encourage professionals?", and "Should teachers consider the National Board Certification Process as a way to refine their craft?" The research was conducted using the Missouri Department of Elementary and Secondary Education data base as well as the National Board for Professional Teaching Standards list of Nationally Board Certified Teachers. The findings were analyzed by conducting an ANOVA through Microsoft Excel and A Statistical Program (ASP) software. Findings indicate that there is an increase is student achievement in districts that employ a higher percentage of Nationally Board Certified Teachers than districts that do not. Additionally, the district may want to consider the implementation of entire buildings participating in the Take One National Board Certification Process."
Author: Cassandra Yellock Dobson
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 290
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Book Description
This research study explored the relationship that exists between National Board certified teachers (NBCTs) and the reading achievement of students in third through fifth grade in comparison to non-NBCTs as measured by EVAAS growth data. Additional research questions analyzed which elements contained in the five core propositions participants perceive to be the most effective in contributing to student achievement in comparing perceptions of NBCTs and non-NBCTs. In contrast to data in other studies reviewed for this research, the results of this study signify that there is no significant difference in reading growth between students who are taught by NBCTs and students who are taught by non-NBCTs. NBCTs and non-NBCTs demonstrated an alignment of perceptions on student impact for the majority of the practices indicated in the five core propositions of the National Board Professional Teaching Standards. -- The EVAAS comparison data and the focused interviews were utilized, analyzed, and summarized in order to obtain insight into the comparison of NBCTs’ and non-NBCTs’ achievement growth impact and the perceptions of practices contained in the five core propositions on the impact on student achievement.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309134382
Category : Education
Languages : en
Pages : 338
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Book Description
The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages :
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The purpose of this study was to assess the impact of National Board Certified Teachers on student performance on Mississippi's Subject Area Testing Program (SATP) English II assessment, an end-of-course exam that assesses 10th grade students in Mississippi school districts. The researcher sought to determine if there was a statistically significant difference between the SATP English II scores of two groups of students (those taught by National Board Certified Teachers and those who were not). If there was a difference, the researcher sought to determine how the difference could be explained based on selected teacher demographic data (sex, race, highest degree received, years of experience, and National Board Certification status) and selected student demographic data (sex; race; previous scores on the Mississippi Curriculum Test, Second Edition; and free- or reduced-lunch status). The results indicated that students who were taught by National Board Certified Teachers were more likely to have higher SATP English II scores than students who were taught by non-National Board Certified Teachers. Though previous researchers have concluded that teachers' years of experience and highest degree received play a vital role in the difference in student achievement, this study did not confirm those findings. The results of this study, however, indicated that teacher and student demographic data were potentially important predictors of the language arts standardized test scores. Though these data can be used as predictors, the combined effect of teacher gender, teacher race, and years of experience, along with student race, student gender, student lunch status, and prior Mississippi Curriculum Test, Second Edition Language Arts scores were not found to be statistically significant in this study.
Author: Harrie Lynne Buecker
Publisher:
ISBN:
Category : National Board for Professional Teaching Standards (U.S.)
Languages : en
Pages : 206
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This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who were certified in literacy, early childhood generalist, or middle childhood generalist. These scores were compared to students assigned to teachers who were not National Board Certified Teachers. This dissertation is comprised of five chapters. Chapter One provides an overview of the dissertation and establishes the rationale for the importance of the research. Chapter Two serves as a review of the pertinent literature related to similar studies which link National Board Certification to student results on state assessments, as well as research supporting the theoretical basis for the dissertation. Chapter Three focuses on the multi-level model of statistical analysis used in the study. This includes the number of years of experience the teachers have, the number of years the teachers have held National Board Certification. Also included were demographic information on the students (free lunch eligibility and ethnicity). An existing data set of scores on the Kentucky Core Content Test was used to analyze the achievement scores for students and an existing data set of National Board Certified Teachers in Kentucky was used to randomly identify the teachers for the study. Chapter Four includes a discussion on the findings of the study as well as information related to the statistical significance of the analysis of data. The analysis of the data did not indicate any statistically significant difference between the student scores of National Board Certified Teachers (NBCTs) and the student scores of teachers who were not National Board certified. And finally, Chapter Five includes a summary of the results of the study and links the findings of the study to its significance to professional practice and recommendations for future research. The chapter also provides a detailed discussion of each of the two specific research questions.
Author: David Manzeske
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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The purpose of this work was to examine the effect of classroom teachers who earn certification as a National Board Certified Teacher (NBCT) by the National Board for Professional Teaching Standards on mathematics and reading achievement and behavioral outcomes (attendance and discipline referrals) for students in Grades 4 and 5. Two studies were conducted separately to examine the effect of NBCTs in North Carolina and Kentucky, which are two states with relatively high concentrations of NBCTs. In each study, propensity score matching was used to match students of NBCTs to similar students of non-NBCTs. Within each grade and within each study, propensity score matching yielded similar student groups (those taught by NBCTs and those not taught by NBCTs) on observed characteristics such as prior-year outcomes and demographics. For each grade level, the academic and behavioral outcomes of students of NBCTs were compared with the outcomes of the matched students taught by non-NBCTs. In North Carolina, there were no statistically significant student achievement differences at either grade between students of NBCTs and students of non-NBCTs. However, Grade 5 students of NBCTs had higher attendance rates than students of non-NBCTs by 0.02 standard deviations. There were no statistically significant effects on the likelihood of a student receiving an in-school or out-of-school suspension in North Carolina. In Kentucky, Grade 5 students taught by NBCTs scored higher than students of non-NBCTs on state student achievement in mathematics and reading by 0.06 standard deviations. There were no statistically significant differences in the behavioral outcomes between the student groups at either grade level in Kentucky.
Author: Sandra Kaye Michels
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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The purpose of this ex post facto causal-comparative study is to examine whether a greater number of National Board certified teachers on a school staff has an effect on school-wide standardized assessment outcomes. National Board teacher certification has been examined by researchers as a potential school improvement initiative to address persistent gaps in achievement as measured by state-mandated standardized assessments. The impact of National Board teacher certification on student outcomes has been examined at the individual classroom level and at the statewide level through analysis of scores on the National Assessment of Educational Progress (NAEP). This study explored the impact of National Board teacher certification on school-wide assessment outcomes, and, specifically, whether greater numbers of National Board certified teachers on a school staff have an effect on school-level assessment data. Data were gathered from the Wisconsin Information System for Education (WISEdash) database and from the National Board Certified Teacher Directory. Analysis of variance (ANOVA) was performed using mean score differences between the independent variable of percentage of National Board certified teachers on a school staff and the dependent variable of school-level growth scores in English language arts and mathematics. The study sample size included 161 schools. For each school type group (elementary, middle, high), a statistically significant difference was found between the school-level growth scores in English language arts and mathematics of schools with a low percentage (0-3%) and schools with a medium percentage (3-7%) and high percentage (greater than 7%) of NBCTs on staff.
Author: Pamela D. Porter
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 292
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Author: Steven Cantrell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 47
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The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. We compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers. We used information on whether each applicant achieved certification, along with information on each applicant's NBPTS scaled score and subscores, to test whether the NBPTS score was related to teacher impacts on student achievement. We found that students randomly assigned to highly-rated applicants performed better than students assigned to comparison teachers, while students assigned to poorly-rated applicants performed worse. Estimates were similar using data on pairs of teachers that were not randomly assigned. Our results suggest a number of changes that would improve the predictive power of the NBPTS process.
Author: Raegen Talbot Miller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
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