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ERIC Number: ED527978
Record Type: Non-Journal
Publication Date: 2011
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-9466-8
Examining the Contribution of Teacher Graduate Degrees on Student Achievement as Measured by District Level TAKS Test Performance
Badgett, Kevin W.
ProQuest LLC, Ed.D. Dissertation, University of Houston-Clear Lake
In a time of limited means and continued calls for higher student achievement, school leaders need to be wise in their use of resources. Earlier research has called for greater levels of teacher preparation, and, while many school districts provide greater compensation for teachers with graduate degrees, some districts have begun phasing out this type of compensation. Complicating the question of the value of compensating teachers for graduate training is an absence of quantitative data that supports or rejects the notion that teacher graduate education positively contributes to student achievement. The purpose for this research was to ascertain the degree to which teacher graduate training supports student learning. Results of this research demonstrated master's degrees have a limited positive impact on student achievement. However, more study is needed. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States