Teacher Credentials and Student Achievement in High School PDF Download
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Author: Charles T. Clotfelter
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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Book Description
We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students -- a pattern we also document -- contributes to achievement gaps in high school.
Author: Charles T. Clotfelter
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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Book Description
We use data on statewide end-of-course tests in North Carolina to examine the relationship between teacher credentials and student achievement at the high school level. The availability of test scores in multiple subjects for each student permits us to estimate a model with student fixed effects, which helps minimize any bias associated with the non-random distribution of teachers and students among classrooms within schools. We find compelling evidence that teacher credentials affect student achievement in systematic ways and that the magnitudes are large enough to be policy relevant. As a result, the uneven distribution of teacher credentials by race and socio-economic status of high school students -- a pattern we also document -- contributes to achievement gaps in high school.
Author: Daniel D. Goldhaber
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 17
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Book Description
The authors empirically test how 12th-grade students of teachers with probationary certification, emergency certification, private school certification, or no certification in their subject area compare relative to students of teachers who have standard certification in their subject area. The authors also determine whether specific state-by-state differences in teacher licensure requirements systematically affect student achievement. In mathematics, the authors find teachers who have a standard certification have a statistically significant positive impact on student test scores relative to teachers who either hold private school certification or are not certified in their subject area. Contrary to conventional wisdom, mathematics and science students who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials.
Author: Jennifer King Rice
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
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Book Description
Teacher quality is the single most important school-related factor influencing student success. The author examines the body of research on the subject of teacher quality to draw conclusions about which attributes makes teachers most effective, (experience, preparation programs and degrees, type of certification, specific coursework taken in preparation for the profession, and teachers' own test scores), with a focus on aspects of teacher quality that can be translated into policy recommendations and incorporated into teaching practice.
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 :
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: Russell Henke
Publisher: DIANE Publishing
ISBN: 0756705517
Category :
Languages : en
Pages : 141
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Book Description
Author: United States. Congress. House. Committee on Education and the Workforce. Subcommittee on Postsecondary Education, Training, and Life-long Learning
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 146
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Book Description
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: James A. Leak
Publisher:
ISBN:
Category :
Languages : en
Pages : 15
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Book Description
In light of the strong correlation between Kindergarten performance and later cognitive and achievement outcomes, this paper investigates the link between student achievement and the educational background characteristics of Kindergarten teachers. This study will utilize the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K), a nationally representative dataset, in order to address the following questions: (1) Does a teacher having a master's degree or higher have a positive effect on student achievement gains in reading and math in kindergarten compared to teachers with only a bachelor's degree?; (2) Are there effects of teacher coursework in reading, math, and child development on student achievement gains in kindergarten? If so, do impacts of coursework on reading and math scores vary by number of courses taken?; and (3) Do regular and highest certification levels for teachers have a different effect on student achievement gains than no certification or alternative certification? Does being certified as an early elementary school teacher matter for student achievement? Additionally, this study will analyze students who score in the bottom 25% of all students on the initial tests of reading and math to see whether teacher educational background characteristics make a differential impact on students that begin school at the bottom of the achievement spectrum. The ECLS-K started to track students in the 1998-1999 school year and tracks them through eighth grade. However, for the purposes of this study, the data will only be looked at for the Kindergarten year of 1998-1999 where tests and surveys were administered in the Fall of 1998 and Spring of 1999. The findings of this study suggest that most teacher credentials, or degrees, appear to have little impact on student achievement in reading or math in Kindergarten with some small significant effects (See Tables 2 and 3). This is consistent with the findings of others (Darling-Hammond, Berry, and Thoreson, 2001; Goldhaber and Brewer 1997). However, some previous studies such as Clotfelter, Ladd, and Vigdor (2007a) actually found negative effects of high-level degrees on student achievement, which was not the case in this study. The quantity of teacher coursework had mixed effects on student achievement (See Table 4). Regarding math achievement, teacher coursework in math and child development appeared to have no significant effects on math test scores. While the school level variable model does show significant results for math courses on student achievement, the school fixed effects model does not, suggesting that there are unobserved characteristics of schools that are not being accounted for in the school-level variable model. These findings are consistent with Croninger, et al. (2007) findings of no effects of teacher coursework on math achievement. The findings also suggest that the math and child development courses taken by kindergarten teachers are need improvement. Perhaps math courses in teacher education programs are not useful for kindergarten teachers if teachers from many grades are taught together. Teacher certification also appears to have a mixed effect on student achievement (See Table 5). Highest and temporary levels of certification appear to have a negative effect on reading and math test scores. However, the fixed effects models show no effects of highest or temporary certification on reading and math, but the direction of the coefficient is still negative. The findings also suggest that alternative certification has no effect on math scores, which contradicts the findings of Lutz and Hutton (1989). Elementary certification has a significant positive effect on student math scores. Certification in other education levels may not touch upon aspects of behavior, development, and other skills that are especially important in Kindergarten. This relationship of elementary education certification and math should be explored further to help identify the aspects of elementary education certification that may have an impact on teaching students math in Kindergarten. (Contains 5 tables.).
Author: Lewis C. Solmon
Publisher: IAP
ISBN: 160752497X
Category : Education
Languages : en
Pages : 286
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Book Description
This book provides readers with the opportunity to hear what experts in the educational community think about the myriad issues involved in improving the quality of all teachers in our nation’s classrooms.
