National Board Certification and Teacher Effectiveness: Evidence from Washington State

Autor/inn/en	Cowan, James; Goldhaber, Dan
Titel	National Board Certification and Teacher Effectiveness: Evidence from Washington State
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 3, S.233-258 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1099768
Schlagwörter	Teacher Certification; National Standards; Teacher Effectiveness; Value Added Models; Mathematics; Reading; Scores; Prediction; Academic Achievement; Teacher Evaluation; Middle School Teachers; Elementary School Teachers; Statistical Significance; Washington + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Mathematik; Leseprozess; Lesen; Vorhersage; Schulleistung; Teacher appraisal; Lehrerbeurteilung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06