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ERIC Number: ED572969
Record Type: Non-Journal
Publication Date: 2017-Feb
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Effects of National Board Certified Teachers on Student Achievement and Behavioral Outcomes: Studies Conducted in Two States. Working Paper
Manzeske, David; Park, So Jung; Liu, Feng; Borman, Trisha; Gnedko-Berry, Natalya; West, Benjamin; Deng, Evelyn
American Institutes for Research
The purpose of this work was to examine the effect of classroom teachers who earn certification as a National Board Certified Teacher (NBCT) by the National Board for Professional Teaching Standards on mathematics and reading achievement and behavioral outcomes (attendance and discipline referrals) for students in Grades 4 and 5. Two studies were conducted separately to examine the effect of NBCTs in North Carolina and Kentucky, which are two states with relatively high concentrations of NBCTs. In each study, propensity score matching was used to match students of NBCTs to similar students of non-NBCTs. Within each grade and within each study, propensity score matching yielded similar student groups (those taught by NBCTs and those not taught by NBCTs) on observed characteristics such as prior-year outcomes and demographics. For each grade level, the academic and behavioral outcomes of students of NBCTs were compared with the outcomes of the matched students taught by non-NBCTs. In North Carolina, there were no statistically significant student achievement differences at either grade between students of NBCTs and students of non-NBCTs. However, Grade 5 students of NBCTs had higher attendance rates than students of non-NBCTs by 0.02 standard deviations. There were no statistically significant effects on the likelihood of a student receiving an in-school or out-of-school suspension in North Carolina. In Kentucky, Grade 5 students taught by NBCTs scored higher than students of non-NBCTs on state student achievement in mathematics and reading by 0.06 standard deviations. There were no statistically significant differences in the behavioral outcomes between the student groups at either grade level in Kentucky.
American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Publication Type: Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: American Institutes for Research (AIR)
Identifiers - Location: North Carolina; Kentucky