National Board Certification and Teacher Effectiveness: Evidence from Washington. CEDR Working Paper. WP #2015-3

Autor/inn/en	Cowan, James; Goldhaber, Dan
Institution	Center for Education Data & Research (CEDR)
Titel	National Board Certification and Teacher Effectiveness: Evidence from Washington. CEDR Working Paper. WP #2015-3
Quelle	(2015), (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	National Standards; Alternative Teacher Certification; Teacher Effectiveness; Mathematics Achievement; Reading Achievement; Teacher Competencies; Teacher Influence; Instructional Program Divisions; Scores; Records (Forms); Public School Teachers; Teacher Characteristics; Databases; Student Records; Standardized Tests; Elementary Secondary Education; Elementary School Teachers; Middle School Teachers; Models; Racial Differences; Gender Differences; Student Characteristics; Washington + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lehrkunst; Formularsammlung; Datenbank; Schülerakte; Standadised tests; Standardisierter Test; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Analogiemodell; Rassenunterschied; Geschlechterkonflikt
Abstract	We study the effectiveness of teachers certified by the National Board for Professional Teaching Standards (NBPTS) in Washington State, which has one of the largest populations of National Board Certified Teachers (NBCTs) in the nation. Based on value-added models in math and reading, we find that NBPTS certified teachers are about 0.01-0.05 student standard deviations more effective than non-NBCTS with similar levels of experience. Certification effects vary by subject, grade level, and certification type, with greater effects for middle school math certificates. We find mixed evidence that teachers who pass the assessment are more effective than those who fail, but that the underlying NBPTS assessment score predicts student achievement. Finally, we use the individual assessment exercise scores to estimate optimal weights for value-added prediction. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01