ERIC Number: ED525683
Record Type: Non-Journal
Publication Date: 2008-Nov
Abstractor: As Provided
Reference Count: 34
Increasing Capacity to Improve Instruction: Are National Board Certified Teachers the Answer?
Knoeppel, Robert C.
Online Submission, Paper presented at the Annual Meeting of the University Council for Educational Administration (Orlando, FL, Nov 2008)
The purpose of this study was to examine the effects of teacher certification by the National Board for Professional Teaching Standards (NBPTS) on student achievement. This study considered the research question, are there significant mean differences for measures of student achievement between schools with a higher percentage of national board certified teachers after controlling for student demographics and other measures of teacher quality? The study used a sample of 359 schools in Kentucky. Schools were assigned to groups based upon the percentage of teachers in the building holding national board certification. Using Kentucky's 2004 Commonwealth Accountability Testing System (CATS) index as the dependent variable, an analysis of covariance was conducted using group as the independent variable and measures of student demographics (%LEP, %Free and Reduced Lunch, and %Special Education) and measures of teacher quality (average years teaching experience, major or minor in the content area, and teacher education level) as the covariates. Results from the study indicated a significant difference in measures of student achievement in schools based on the percentage of teachers holding national board certification. Schools with at least two percent of teachers holding national board certification had increased student scores and continued to grow as the percentage of teachers with national board certification increased. Additionally, the trend became relatively flat when four to six percent or more of the staff hold national board certification. This suggests that a critical mass of at least 4% to 6% of teachers holding national board certification may become necessary to change the instructional culture of a building in order to improve student performance.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky