WWC Quick Review of the Report "An Evaluation of Teachers Trained Through Different Routes to Certification". PDF Download
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Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
This study examined whether having a teacher who chose an alternate route to certification (AC) rather than a teacher who chose a traditional certification route (TC) affects the reading and math achievement of elementary school students. The study included about 2,600 kindergarten through fifth-grade students and their 174 teachers. These students were enrolled in 63 schools across seven states. The study compared students' standardized reading and math scores from the California Achievement Test (CAT-5), which were collected at both the beginning and the end of the school year. The authors found that elementary school students whose teachers chose an alternate route to certification scored no differently on standardized math and reading tests from students whose teachers chose a traditional route to certification. The What Works Clearinghouse (WWC) found the study to be a well-implemented randomized controlled trial. [The following report was the focus of this "Quick Review": "An Evaluation of Teachers Trained through Different Routes to Certification: Final Report" (NCEE 2009-4043). J. Constantine, D. Player, T. Silva, K. Hallgren, M. Grider, M., and J. Deke. (2009) (ED504313).].
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
This study examined whether having a teacher who chose an alternate route to certification (AC) rather than a teacher who chose a traditional certification route (TC) affects the reading and math achievement of elementary school students. The study included about 2,600 kindergarten through fifth-grade students and their 174 teachers. These students were enrolled in 63 schools across seven states. The study compared students' standardized reading and math scores from the California Achievement Test (CAT-5), which were collected at both the beginning and the end of the school year. The authors found that elementary school students whose teachers chose an alternate route to certification scored no differently on standardized math and reading tests from students whose teachers chose a traditional route to certification. The What Works Clearinghouse (WWC) found the study to be a well-implemented randomized controlled trial. [The following report was the focus of this "Quick Review": "An Evaluation of Teachers Trained through Different Routes to Certification: Final Report" (NCEE 2009-4043). J. Constantine, D. Player, T. Silva, K. Hallgren, M. Grider, M., and J. Deke. (2009) (ED504313).].
Author:
Publisher:
ISBN:
Category : Educational innovations
Languages : en
Pages : 28
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Book Description
Every year, thousands of new teachers pass through hundreds of different teacher preparation programs and are hired to teach in the nationâs schools. Most new teachers come from traditional route to certification (TC) programs, in which they complete all their certification requirements before beginning to teach. In recent years, however, as many as a third of new hires have come from alternative route to certification (AC) programs, in which they begin teaching before completing all their certification requirements (Feistritzer and Chester 2002). AC programs have grown in number and size in recent years in response to a variety of factors, including teacher shortages and the No Child Left Behind (NCLB) Act, which requires that every core class be staffed with a teacher who has obtained full certification or, in the case of alternative routes to certification, is enrolled and making adequate progress toward certification through an approved program. This study represents a collaborative effort of many schools, principals, program directors from teacher training programs, teachers, and researchers. The study found no benefit, on average, to student achievement from placing an AC teacher in the classroom when the alternative was a TC teacher, but there was no evidence of harm, either. In addition, the experimental and non-experimental findings together indicate that although individual teachers appear to have an effect on studentsâ achievement, we could not identify what it is about a teacher that affects student achievement. Variation in student achievement was not strongly linked to the teachersâ chosen preparation route or to other measured teacher characteristics.
Author: Jill Constantine
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Book Description
This study addresses two questions related to teacher preparation and certification: (1) What are the relative effects on student achievement of teachers who chose to be trained through different routes to certification and how do observed teacher practices vary by chosen route to certification?; and (2) What aspects of certification programs (such as the amount of coursework, the timing of coursework relative to being the lead teacher in the classroom, the core coursework content) are associated with teacher effectiveness? In 63 study schools, every grade that contained at least one eligible alternatively certified (AC) and one eligible traditionally certified (TC) teacher was included. Students in these study grades were randomly assigned to be in the class of an AC or a TC teacher. Students were tested at the beginning of the school year as a baseline measure and at the end of the year as an outcome. Classroom instruction was observed at one point during the year as an outcome. Reported findings include: (1) Both the AC and the TC programs with teachers in the study were diverse in the total instruction they required for their candidates; (2) While teachers trained in TC programs receive all their instruction (and participate in student teaching) prior to becoming regular full-time teachers, AC teachers do not necessarily begin teaching without having received any formal instruction; (3) There were no statistically significant differences between the AC and TC teachers in this study in their average scores on college entrance exams, the selectivity of the college that awarded their bachelor's degree, or their level of educational attainment; (4) There was no statistically significant difference in performance between students of AC teachers and those of TC teachers; (5) There is no evidence from this study that greater levels of teacher training coursework were associated with the effectiveness of AC teachers in the classroom; and (6) There is no evidence that the content of coursework is correlated with teacher effectiveness. Supplementary Technical Information on Data Collection, Response Rates, and Analyses is appended. (Contains 90 footnotes and 28 exhibits.).
Author: National Center for Education Evaluation and Regional Assistance (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
The No Child Left Behind (NCLB) Act provides support "to ensure that teachers have the necessary subject matter knowledge and teaching skills in the academic subjects that the teachers teach." Title II of the act allows funds to be used for "carrying out programs that establish, expand, or improve alternative routes for state certification of teachers," as well as for "reforming teacher certification (including recertification) or licensing requirements." This study informs that effort by rigorously examining the effect of alternative-route program teachers on student achievement and classroom practices. It also investigates whether certification training experiences are associated with teacher performance. The study found no benefit, on average, to student achievement from placing an alternative-route program teacher in the classroom when the alternative was a teacher certified through a traditional route, but there was no evidence of harm either. In addition, the experimental and nonexperimental findings together indicate that while individual teachers appear to have an effect on student achievement, the study could not identify what about a teacher affects student achievement. Variation in student achievement was not strongly linked to the teachers' chosen preparation route or to other measured teacher characteristics. (Contains 1 figure.) [For the full report, "An Evaluation of Teachers Trained through Different Routes to Certification. Final Report. NCEE 2009-4043," see ED504313.].
Author: Kathryn J. Lindholm-Leary
Publisher: Multilingual Matters
ISBN: 9781853595318
Category : Language Arts & Disciplines
Languages : en
Pages : 384
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Book Description
Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309121183
Category : Education
Languages : en
Pages : 339
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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: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
This study examined whether having a teacher with National Board for Professional Teaching Standards (NBPTS) certification improves student achievement. The study analyzed data on about 3,800 second through fifth grade students taught by 198 teachers in the Los Angeles Unified School District. Study data were from 2003-04 and 2004-05. The authors compared the test scores of students assigned to NBPTS-certified teachers and teachers who failed to receive NBPTS certification to those of students assigned to comparison teachers. The study found no statistically significant differences between the math and language arts test scores of students assigned to NBPTS-certified teachers and those assigned to teachers who did not apply for NBPTS certification. However, students assigned to teachers who applied for and failed to receive NBPTS certification had lower test scores than students assigned to teachers who did not apply for certification. The What Works Clearinghouse (WWC) found the study to be a sell-implemented randomized controlled trial that is consistent with WWC evidence standards. [The following report was the focus of this "Quick Review": "National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment (NBER Working Paper 14608)." S. Cantrell, J. Fullerton, T. J. Kane, and D. O. Staiger. National Bureau of Economic Research. 2008. For the subject report, see ED503841.].
Author: Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards
Publisher: National Academies Press
ISBN: 9780309121187
Category : Education
Languages : en
Pages : 0
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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: National Research Council
Publisher:
ISBN: 9780309385305
Category :
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: Tim R. Sass
Publisher:
ISBN:
Category :
Languages : en
Pages : 32
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Book Description
Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than completing a traditional teacher preparation program has skyrocketed. In this paper I use a rich longitudinal data base from Florida to compare the characteristics of alternatively certified teachers with their traditionally prepared colleagues. I then analyze the relative effectiveness of teachers who enter the profession through different pathways by estimating "value-added" models of student achievement. In general, alternatively certified teachers have stronger pre-service qualifications than do traditionally prepared teachers, with the least restrictive alternative attracting the most qualified perspective teachers. These differences are less pronounced when controlling for the grade level of teachers, however. On average, alternatively certified science teachers have also had much more coursework in science while in college than traditionally prepared science teachers. The same is not true for math teachers, where the hours of college coursework are approximately equal across pathways. Of the three alternative certification pathways studied, teachers who enter through the path requiring no coursework have substantially greater effects on student achievement than do either traditionally prepared teachers or alternative programs that require some formal coursework in education. These results suggest that the additional education coursework required in traditional teacher preparation programs either does little to boost the human capital of teachers or that whatever gains accrue from traditional teacher education training are offset by greater innate ability of individuals who enter teaching through routes requiring little formal training in education. (Contains 7 tables and 13 footnotes.).
