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Author: David Manzeske
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
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: David Manzeske
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
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: 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: Harrie Lynne Buecker
Publisher:
ISBN:
Category : National Board for Professional Teaching Standards (U.S.)
Languages : en
Pages : 206
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Book Description
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: Shawn Berry Clark
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Author: James S. Coleman
Publisher: Routledge
ISBN: 0429710704
Category : Social Science
Languages : en
Pages : 341
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Book Description
This book presents a major report that has evoked extensive controversy and initiated extensive policy debate on equality and achievement in education. It examines the concept of equality of educational opportunity and the relations between equality and achievement and between families and schools.
Author: Nathan Burroughs
Publisher: Springer
ISBN: 303016151X
Category : Education
Languages : en
Pages : 222
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Book Description
This open access book examines the interrelationship of national policy, teacher effectiveness, and student outcomes with a specific emphasis on educational equity. Using data from the IEA’s Trends in International Mathematics and Science Study (TIMSS) conducted between 1995 and 2015, it investigates grade four and grade eight data to assess trends in key teacher characteristics (experience, education, preparedness, and professional development) and teacher behaviors (instructional time and instructional content), and how these relate to student outcomes. Taking advantage of national curriculum data collected by TIMSS to assess changes in curricular strategy across countries and how these may be related to changes in teacher and student factors, the study focuses on the distributional impact of curriculum and instruction on students, paying particular attention to overall inequalities and variations in socioeconomic status at the student and country level, and how such factors have altered over time. Multiple methods, including regression and fixed effects analyses, and structural equation modelling, establish the evolution of these associations over time.
Author: Merlina Tamara McCullough
Publisher:
ISBN:
Category : Academic achievement ‡z Arkansas
Languages : en
Pages : 0
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Book Description
The researcher explored whether there was a significant difference between the literacy achievement rates among eleventh grade students taught by National Board Certified Teachers versus students taught by non-National Board Certified Teachers with or without advanced degrees and of varied socio-economic levels. The researcher also explored the interaction among the main effects (certification status, degree level and socio-economic status or ses) of the students on the literacy achievement rate among eleventh grade students. Data consisted of standardized test data of 152 National Board and non-National Board Certified Teachers who taught Literacy to 8,222 students in 11th grade. Data were collected from the Arkansas Department of Education from the 2010 eleventh grade Benchmark test administration. Participants included 29 National Board Certified Teachers (NBCTs) and 123 non-National Board Certified Teachers. Of these, 95 held bachelor's degrees and 57 had advanced degrees (master's, specialist, doctorate). Although National Board certification was not found to have impacted the 11th grade literacy scores of Arkansas students in 2009-2010, a significant difference was determined to have existed between teachers who had advanced degrees when compared to those who did not. Also, results indicated that socio-economic factors, as determined by free and reduced lunch eligibility, were statistically significant in influencing 11th grade Literacy achievement. However, although there was significant interaction of teacher degree level and ses, when nbct was disaggregated and further analyzed per these factors, there was not significant effect determined for nbct. Recommendations from this study included measuring student achievement in a more holistic manner, conducting longitudinal studies of cohorts of students to determine possible patterns or trends, and replicating the study at other grade levels and subject areas. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The purpose of this study was to review the empirical research evidence on the effect of teacher certification on student achievement. An exploratory meta-analysis was conducted on studies that examined the effect of fully certified and less-than-fully certified teachers on student achievement. The meta-analysis focused on the areas of mathematics, science and reading and explored trends across areas of achievement, school level and research design. The study was directed towards (a) a synthesis of findings, and (b) recommendations for future research and policy decisions. The meta-analysis population consisted of five individual studies that generated twenty-seven effect size estimates. Three studies utilized either an individual level or class level of analysis and yielded twelve mean difference effect size estimates. Two studies utilized either a school or state level of analysis and yielded fifteen correlational effect size estimates. The majority of findings in mathematics favor the positive effect of fully certified teachers. In science, the findings pointed towards equivalent levels of student achievement for fully certified and less-than fully certified teachers. All the findings associated with reading favored the positive effect of fully certified teachers. It appears that certification may be more crucial to student achievement in reading and mathematics than in science. Across school levels, the overall trend suggests that full certification may be more crucial to student achievement in elementary school than middle or high school. Across levels of analysis and research design, studies that utilize an aggregate level of analysis yield a greater number of positive study outcomes than designs conducted at the individual or class level. A key finding is that given the specifications of the meta-analysis, direct evidence of the relationship between certification and student achievement is limited to five peer-reviewed, published studies. Additional findings illuminated several issues that are vital to improving the quantity and quality of research on teacher certification. Eight specific recommendations were directed towards academic researchers who plan to study the topic. Four recommendations are directed towards policy-makers at the state and federal level who are involved in setting standards and planning legislation for educator preparation.
Author: Trude Nilsen
Publisher: Springer
ISBN: 3319412523
Category : Education
Languages : en
Pages : 167
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Book Description
This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Author: Linda Darling-Hammond
Publisher: Teachers College Press
ISBN: 0807770620
Category : Education
Languages : en
Pages : 409
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Book Description
Argues that the education system in America needs to make drastic changes in order to build a system of high-achieving and equitable schools that protects every child's right to learn.
