Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement

Goldhaber, Dan; Brewer, Dominic J.

doi:10.3102/01623737022002129

Cited by 621 publications

(432 citation statements)

References 11 publications

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“…The SciPacks are not intended to focus specifically on student impact in the classroom; that is, the manner in which a better understanding of particular content knowledge and skills translates into more effective science pedagogy. The NSTA's content approach to the SciPacks is consistent with current research indicating that a key variable affecting student achievement in science is the teacher's understanding of the content knowledge they teach (see Cochran-Smith and Zeichner 2005;DarlingHammond and Bransford 2005;Goldhaber andBrewer 1998, 2000;Monk 1994;Wenglinsky 2002;Wilson et al 2001). A cursory search of available online professional development resources available to professional educators today reveals that most of the opportunities available to teachers via online modalities focus on science pedagogy rather than increasing science content knowledge.…”

Section: Program Objectivessupporting

confidence: 58%

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

2007

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This report presents pilot-test results for a science professional development program featuring online, on-demand materials developed by the National Science Teachers Association. During the spring 2006 semester, 45 middle school teachers from three different school districts across the United States participated in a professional development program designed to facilitate content knowledge and skills in the area of Newtonian force and motion. Participants from one of the school districts experienced a full-day instructor-led workshop along with two web-based seminars with a content-area expert. This was followed by a 4-week period of time in which they had access to self-directed, online, on-demand instructional materials that included activities, information, simulations, examples, and practice with immediate feedback over the targeted outcomes. Participants from the two other school districts only had access to the online materials with no instructor-led experience. This report documents positive gains in achievement as well as levels of confidence in teaching the material within all of the professional development groups. Data about the use of specific features within the online material are included, as well as completion rates and attitude survey results. Recommendations for future study are also included.

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Section: Program Objectivessupporting

confidence: 58%

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

2007

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“…Value-added studies tend to show substantial variation in the quality of instruction and that most of that variation occurs within rather than between schools (Hanushek, Kain, O'Brien, & Rivkin, 2005). In many studies, teacher quality appears unrelated to advanced degrees or certification (Ballou, 1996;Desimone, Smith, & Frisvold, in press;Hanushek et al, 2005; but also see Darling-Hammond, Berry, & Thorenson, 2001;Goldhaber & Brewer, 2000). Years of experience does relate to achievement gains in some studies but only in the first year of teaching (Hanushek et al, 2005).…”

Section: Contextualizing Riskmentioning

confidence: 99%

Contextual effects on predicting risk for reading difficulties in first and second grade

Foorman¹,

York

Santi³

et al. 2007

Read Writ

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This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper, paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction. These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level were much greater than at the school level, and differences in urban schools were twice that of rural schools.

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“…Another related study is Goldhaber and Brewer (2000), who link student achievement with state teacher licensing and testing requirements. Their analysis does not exploit changes in state provisions over time, and the effects of testing enter only as interactions with other licensing provisions.…”

mentioning

confidence: 99%

Does teacher testing raise teacher quality? Evidence from state certification requirements

Angrist¹,

Guryan

2008

Economics of Education Review

122

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit company supported by Deutsche Post World Net. The center is associated with the University of Bonn and offers a stimulating research environment through its research networks, research support, and visitors and doctoral programs. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. The education reform movement includes efforts to raise teacher quality through stricter certification and licensing provisions. Most US states now require public school teachers to pass a standardized test such as the Praxis. Although any barrier to entry is likely to raise wages in the affected occupation, the theoretical effects of such requirements on teacher quality are ambiguous. Teacher testing places a floor on whatever skills are measured by the required test, but testing is also costly for applicants. These costs shift teacher supply to the left and may be especially likely to deter high-quality applicants from teaching in public schools. Moreover, test requirements may disqualify some applicants that schools would otherwise want to hire. We use the Schools and Staffing Survey to estimate the effect of state teacher testing requirements on teacher wages and teacher quality as measured by educational background. The results suggest that state-mandated teacher testing increases teacher wages with no corresponding increase in quality. JEL Classification:I28, J44, J45

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Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement

Cited by 621 publications

References 11 publications

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

Evaluation of Online, On-Demand Science Professional Development Material Involving Two Different Implementation Models

Contextual effects on predicting risk for reading difficulties in first and second grade

Does teacher testing raise teacher quality? Evidence from state certification requirements

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