The purpose of this quantitative study is to measure the effectiveness of alternative certification teachers versus traditionally trained teachers of 9th grade Hispanic students enrolled in Algebra I. The dependent variable, teacher effectiveness, will be measured by the students' raw score on the Texas Algebra I End Of Course (EOC) Assessment. The factors examined in this study will be 1) teachers trained through a traditional teacher certification program and 2) teachers trained through an alternative certification program. The researcher will examine the identified group of teachers' attendance as well as years of experience to determine if there is a correlation between set variables and student performance on Algebra I EOC. The null hypothesis for the present study will be tested with an F distribution at the .05 level of significance. The researcher will use a descriptive research design. Forty teachers who have zero to twenty-four years of experience will be selected from three school districts. Twenty teachers from alternative certification programs and twenty teachers from traditional teacher programs will be selected from each of the three districts. The researcher will use the students' raw scores on the Texas Algebra I End of Course (EOC) assessment to measure teacher effectiveness. The review of literature on the Conceptual Framework for Study of Teacher Preparation Models identified the conceptual framework for this study. This framework was based on a correlation between the pre-training characteristics of teachers and their preparation program to the classroom practices used and student performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]