ERIC Number: ED496292
Record Type: Non-Journal
Publication Date: 2006-May-3
Reference Count: 12
An Evaluation of American Board Teacher Certification: Progress and Plans
Glazerman, Steven; Tuttle, Christina
Mathematica Policy Research, Inc.
Education policymakers have long sought to establish teaching standards that will measure new or continuing teachers against these standards. The problem is, existing methods for certifying teachers have been criticized for being either so onerous as to deter good candidates or so lax as to keep weak teachers in the profession. To provide another approach, the U.S. Department of Education recently funded an organization called the American Board for Certification of Teacher Excellence (ABCTE, or American Board) to develop portable teacher credentials that would identify qualified beginning teachers and recognize accomplished veteran teachers. In 2005, ABCTE selected Mathematica Policy Research, Inc. (MPR) to conduct an independent, five-year evaluation of the certification programs. This paper describes results from the first six months and plans for the remainder of the evaluation. The first sections provide background on certification processes in use today ("traditional") and ABCTE itself; subsequent sections discuss findings from the early use of American Board certification, as well as a design for a rigorous evaluation of the credentials, the results of which will be included in future reports. By issuing this report on the early descriptive findings and design of the evaluation, the hope is to promote transparency in this approach and invite comments from the field. (Contain 4 tables and 2 figures.) [This report was submitted to the American Board for Certification of Teacher Excellence.]
Descriptors: Teacher Certification, Teacher Effectiveness, Academic Achievement, National Competency Tests, Teacher Competency Testing, Predictive Validity, Program Validation, Alternative Assessment, Program Evaluation, Research Reports, Educational Assessment, Alternative Teacher Certification
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: firstname.lastname@example.org; Web site: http://www.mathematica-mpr.com/publications/
Publication Type: Information Analyses; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: Mathematica Policy Research, Washington, DC.