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ERIC Number: ED568459
Record Type: Non-Journal
Publication Date: 2014
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-5135-3
ISSN: N/A
Effects of Teacher Certification on the Educational Achievement of African American Students
Wheeler-Davenport, Veronica
ProQuest LLC, Ed.D. Dissertation, Walden University
The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total quality management in education to address educational quality, as well as by the critical race theory to examine the effects of race and racism, this study contributed to research on reading achievement gaps for African American students by addressing whether teacher certification levels have effects on student achievement and whether there are racial disparities in access to highly certified teachers. Archived state reading data on African American students in 100 schools were analyzed using an independent-measures t statistic to identify statistical significance between achievement and teacher certification levels, and percentage of Advanced Professional Certificated (APC) teachers in schools with higher African American student enrollments. Results indicated statistically significant differences in percentages of African American students receiving "proficient" and "advanced" Maryland School Assessment scores in schools with high percentages of APC teachers, as well as higher percentages of students receiving basic scores in schools with higher percentages of teachers with Standard Professional Certificates. Data also showed a statistically significant difference in the percentage of teachers with an APC between schools with high enrollments of African American students and schools with lower enrollments. This study contributes to positive social change by contributing to the improvement of African American students' achievement on a local level. Administrators may also use this study to assign teachers with the highest levels of certification to teach these students. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland