ERIC Number: ED574279
Record Type: Non-Journal
Publication Date: 2016
Pages: 51
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
What's in a Teacher Test? Assessing the Relationship between Teacher Licensure Test Scores and Student STEM Achievement and Course-Taking. CEDR Working Paper. WP #2016-11
Goldhaber, Dan; Gratz, Trevor; Theobald, Roddy
Center for Education Data & Research
We investigate the relationship between teacher licensure test scores and student test achievement and high school course-taking. We focus on three subject/grade combinations-- middle school math, ninth-grade algebra and geometry, and ninth-grade biology--and find evidence that a teacher's basic skills test scores are modestly predictive of student achievement in middle and high school math and highly predictive of student achievement in high school biology. A teacher's subject-specific licensure test scores are a consistent and statistically significant predictor of student achievement only in high school biology. Finally, we find little evidence that students assigned to middle school teachers with higher basic-skills test scores are more likely to take advanced math and science courses in high school.
Descriptors: Teacher Certification, Scores, Academic Achievement, Achievement Tests, High School Students, Course Selection (Students), Middle School Students, Mathematics Instruction, Algebra, Geometry, Biology, Predictor Variables, Middle School Teachers, Teacher Influence, Teacher Competencies, STEM Education, Grade 7, Grade 8, Grade 9, Statistical Analysis, Teaching Skills
Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail: cedr@uw.edu; Web site: http://www.cedr.us
Publication Type: Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research; Institute of Education Sciences (ED)
Authoring Institution: Center for Education Data & Research (CEDR)
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: 1555678; R305C120008