ERIC Number: ED490921
Record Type: Non-Journal
Publication Date: 2005-Nov-29
Reference Count: 34
Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching
Goldhaber, Dan; Anthony, Emily
Urban Institute (NJ1)
In this paper, we describe the results a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher quality, and whether completing the NBPTS assessment process serves as catalyst for increasing teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective teacher applicants and that National Board Certified Teachers are generally more effective than teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase teacher effectiveness. Data tables are appended. (Contains 7 tables, 1 figure, and 49 endnotes.)
Descriptors: Teacher Effectiveness, National Standards, Teacher Certification, Teacher Competencies, Teacher Evaluation, Elementary School Students, Academic Achievement, Teacher Influence, Elementary School Teachers, National Competency Tests
The Urban Institute, 2100 M St., NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org.
Publication Type: Reports - Evaluative
Education Level: Elementary Education
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Urban Inst., Washington, DC.
IES Funded: Yes
Grant or Contract Numbers: R305A060067
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81553