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ERIC Number: EJ852121
Record Type: Journal
Publication Date: 2009
Pages: 29
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0895-9048
The Effect of Teacher Certification on Middle Grades Achievement in an Urban District
Neild, Ruth Curran; Farley-Ripple, Elizabeth Nash; Byrnes, Vaughan
Educational Policy, v23 n5 p732-760 2009
Fewer than 20 states require middle grades certification; in most states, credentials overlap so that both elementary and secondary certified teachers may teach in the middle grades. Moreover, in many urban districts, getting teachers for the middle grades is a challenge. Despite this crazy-quilt of certifications and a growing body of work on teacher qualifications, there have been few studies that examine the teachers' impact on learning in the middle grades. This paper uses a data set from an urban district to estimate the impact of different certifications (and lack of certification) on middle-grades students' learning gains in mathematics and science. In mathematics, we find that students with elementary- and secondary-certified teachers outscore those with uncertified teachers and those who are certified in special education. Especially strong effects are seen in science, where students with secondary science-certified teachers substantially outscore those with any other kind of teacher. (Contains 3 tables and 3 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Grade 6; Grade 7; Grade 8; Intermediate Grades; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A