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ERIC Number: ED535894
Record Type: Non-Journal
Publication Date: 2011
Pages: 85
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-5990-1
ISSN: N/A
Impact of National Board Certification, Advanced Degree, and Socio-Economic Status on the Literacy Achievement Rate of 11th Grade Students in Arkansas
McCullough, Merlina Tamara
ProQuest LLC, Ed.D. Dissertation, Arkansas State University
The researcher explored whether there was a significant difference between the literacy achievement rates among eleventh grade students taught by National Board Certified Teachers versus students taught by non-National Board Certified Teachers with or without advanced degrees and of varied socio-economic levels. The researcher also explored the interaction among the main effects (certification status, degree level and socio-economic status or SES) of the students on the literacy achievement rate among eleventh grade students. Data consisted of standardized test data of 152 National Board and non-National Board Certified Teachers who taught Literacy to 8,222 students in 11th grade. Data were collected from the Arkansas Department of Education from the 2010 eleventh grade Benchmark test administration. Participants included 29 National Board Certified Teachers (NBCTs) and 123 non-National Board Certified Teachers. Of these, 95 held bachelor's degrees and 57 had advanced degrees (master's, specialist, doctorate). Although National Board certification was not found to have impacted the 11th grade literacy scores of Arkansas students in 2009-2010, a significant difference was determined to have existed between teachers who had advanced degrees when compared to those who did not. Also, results indicated that socio-economic factors, as determined by free and reduced lunch eligibility, were statistically significant in influencing 11th grade Literacy achievement. However, although there was significant interaction of teacher degree level and SES, when NBCT was disaggregated and further analyzed per these factors, there was not significant effect determined for NBCT. Recommendations from this study included measuring student achievement in a more holistic manner, conducting longitudinal studies of cohorts of students to determine possible patterns or trends, and replicating the study at other grade levels and subject areas. [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 11; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas