ERIC Number: EJ811558
Record Type: Journal
Publication Date: 2008-Jan
Abstractor: As Provided
Reference Count: 21
National Board Certified Teachers are Making a Difference in Student Achievement: Myth or Fact?
Rouse, William A., Jr.
Leadership and Policy in Schools, v7 n1 p64-86 Jan 2008
The National Board for Professional Teaching Standards, founded in 1987, serves as a clearinghouse for National Board Teacher Certification whereby individuals must demonstrate competence and professional teaching excellence through a two-part process. Accordingly, this particular advanced level of teacher certification has perpetuated the perception that increased knowledge and skill in teaching, recognized by this type of certification, may create a higher trained, better equipped workforce to meet the needs of the students, which may ultimately increase student achievement and academic performance. The debate over the National Board for Professional Teaching Standards movement to improve the quality of the teaching workforce suggests that this higher set of standards for teachers may impact the student achievement of youngsters across the nation. Fifty-four kindergarten through eighth grade National Board Certified Teachers and non-National Board Certified Teachers from one Local Educational Agency in eastern North Carolina participated in the study. The fifty-four teacher participants represented 27 National Board Certified Teachers and 27 non-National Board Certified Teachers. A matched-pair design was used along with a correlated samples t-test with an a priori of 0.05 to analyze the achievement level scores of the students. Results of the study revealed that a statistically significant difference did not exist in student achievement for National Board Certified Teachers and non-National Board Certified Teachers at the K-8 grade levels. (Contains 6 tables.)
Descriptors: National Standards, Teacher Certification, Professional Associations, Accreditation (Institutions), Clearinghouses, Teacher Effectiveness, Matched Groups, Teacher Evaluation, Elementary School Teachers, High Stakes Tests, Control Groups, Achievement Gains, Portfolio Assessment, Predictor Variables
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: North Carolina