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ERIC Number: ED527561
Record Type: Non-Journal
Publication Date: 2007
Pages: 98
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1244-0347-2
ISSN: N/A
A Comparison of Student Academic Achievement between Alternatively and Traditionally Certified Teachers
Stephens, Mary W.
ProQuest LLC, Ed.D. Dissertation, Grambling State University
This research study evaluated the achievement of students who were taught by traditionally certified teachers with students who were taught by alternatively certified teachers or those seeking certification through an alternative certification program. The primary purpose of the study was to examine significant differences, if any, in student academic achievement of fifth, sixth, and seventh grade students in reading, language, and mathematics as measured by the "Iowa Test of Basic Skills (ITBS)" between the students of traditionally certified teachers and alternatively certified teachers or those teachers seeking alternative certification. A comparison of test scores of pupils of traditionally and alternatively certified teachers was conducted. Additionally, this study examined the effect of years of teacher experience on student achievement. The Average Standard Scores (SS) from the "ITBS" in reading, language, and mathematics were utilized in the study. The study utilized univariate analysis of variance (ANOVA) to examine the data. The results of these analyses led to several observations. No significant difference was found between test scores of pupils of traditionally and alternatively certified teachers or those teachers seeking certification through an alternative route. An interpretation and explanation of the findings of the study led to several recommendations aimed at improving teacher certification programs. Implications were provided for school district personnel who are responsible for making hiring decisions. Armed with research findings, those who seek to fill positions in the nation's classrooms can feel more confident when making staffing decisions. This study differs from a previous study (Dorsey, 2002) by adding to the number of participating school districts; Dorsey's study included three districts while participants in the present study were drawn from ten school districts in northeast Louisiana. Along with an additional content area the present study included teacher years of experience as a variable. Along with Dorsey's study, the present study contributes to the body of knowledge regarding traditional and alternative routes of teacher certification and the impact of each on student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 5; Grade 6; Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills