Peer reviewed
Direct linkERIC Number: EJ1247341
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1538-750X
EISSN: N/A
Do Teacher Credentials Matter? An Examination of Teacher Quality
Curry, Daphney Leann; Reeves, Emily; McIntyre, Christina Janise; Capps, Matthew
Curriculum and Teaching Dialogue, v20 n1-2 p9-18 2018
This study investigated the type and level of teacher credentials that impact fourth-grade reading achievement as reported by the National Assessment of Educational Progress. Data analyses revealed a significant statistical difference existed among fourth-grade reading achievement scores for the following teacher quality variables: National Board Professional Teaching Standards status (p < 0.001), teacher preparation route (p < 0.001), and degree earned (p < 0.05). No statistical difference existed among reading achievement scores for college major/minor.
Descriptors: Credentials, Teacher Effectiveness, Reading Achievement, Grade 4, Scores, National Competency Tests, Standards, Educational Attainment, Majors (Students), Elementary School Students, Elementary School Teachers, Alternative Teacher Certification, Educational Background, Masters Degrees, Teacher Education Programs
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/series/Curriculum-and-Teaching-Dialogue
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A
