Mary and I are the guests of UPAEP in Puebla for five weeks this summer. We are developing our Spanish language skills, and generally being immersed in Mexican culture while studying educational issues pertaining to science and indigenous and migrant populations. Below is a link to the blog we are keeping.
http://education.ou.edu/puebla_blog
Sunday, June 01, 2008
How Effective is National Board Certification for Secondary Teachers?
TITLE:
Relationship of Percentage of National Board Certified Teachers with Student Achievement as Measured by End-Of-Instruction Exams at the Secondary Level in Oklahoma
ABSTRACT:
The percentage of National Board Certified teachers (NBCTs) in Oklahoma high schools is positively and significantly correlated to student achievement as measured by performance on state End-Of-Instruction exams (EOIs), including Biology I, Reading, and Math. This effect is independent of other factors concerning the schools’ student populations, locales, sizes, and Title I status.
INTRODUCTION:
Every week the news media is full of stories describing concerns about America’s competitiveness in a global economy. A recent report states that the fastest growing occupations are dependent upon a knowledge base in science and mathematics (National Science Board, 2006). This same report points to the lack of student proficiency on national and international tests of mathematics and science and the decline of students pursuing science and engineering degrees from universities nationwide as a cause for economic apprehension. Basic areas such as reading and writing are essential to success in these areas as well as for their own sake. Solutions to these problems include training teachers at the highest levels, including National Board Certification, and providing incentives for teachers to do so. Data indicate that differences between effective and non-effective teachers have a tremendous impact on student achievement, and NBCTs are statistically and significantly more effective teachers. Teacher quality and lack of preparation in subject area are inextricably linked, and this research is of interest to teachers, administrators, and school boards because we are hoping to improve science education, and education in general, by demonstrating that high-quality and effective teaching can be brought about at least partially by encouraging teachers to engage in professional development up to and including National Board Certification.
PROBLEM STATEMENT:
The objective of the research project is to determine if the percentage of National Board Certified teachers (NBCTs) in a high school faculty is correlated with an increase in student performance as measured by state End-Of-Instruction exams (EOIs).
LITERATURE REVIEW:
Research is consistently positive about the impact of National Board Certification in enhancing teacher practice, professional development and areas of school improvement that are critical to raising student achievement. Many studies throughout various states have examined National Board Certification and the vast majority found NBCTs make a significantly measurable impact on teacher performance and student learning, engagement and achievement. Vandevoort, Beardsley, and Berliner (2004) found that student achievement was higher in the classrooms of NBCTs in three quarters of their comparisons with students in non-NBCT classrooms. Goldhaber and Anthony (2004) found that NBPTS is successfully identifying the more effective teachers among applicants, and that NBPTS-certified teachers, prior to becoming certified, were more effective than their non-certified counterparts at increasing student achievement, especially among minority students. The statistical significance and magnitude of the “NBPTS effect,” however, differs significantly by grade level and student type. Smith, et al., (2005) demonstrated overall findings from their study indicating that the relationship between student learning outcomes and teacher certification status was highly statistically significant on six of the seven student outcomes measured, with the results in favor of NBCTs. Clotfelter, Ladd, and Vigdon (2007) analyzed several aspects of teacher certification and found links to student achievement. Bundy (2006) found that when student demographic variables are controlled, schools with a larger proportion of NBCTs demonstrate moderately higher test scores. Additionally, a larger proportion of NBCTs coincides with a small increase in teacher empowerment, but these gains are unrelated to the improvement in student test scores. We believe that having more NBCTs on a campus produce across the board increases in student achievement, regardless of other factors such as student population diversity, locales, and size of schools.
METHODOLOGY:
Data sets of EOIs in Biology, Math, and Reading were obtained from the Oklahoma State Department of Education, including EOI results for all high schools in the state, as well as faculty numbers that yielded percentage of NBCTs per campus. The numbers for a large sample of Oklahoma high schools were submitted to a Pearson’s correlation test using SPSS, and the results were analyzed. Approximately thirty schools from each of the six size classifications were included in the sample, for a total of 175 schools. Results were also broken down by urban, suburban, town and rural high school settings and geographically and socioeconomically covered the entire state of Oklahoma.
RESULTS:
Our results suggest that the percentage of NBCTs on a high school campus correlates positively and significantly with student achievement as measured by EOIs, including Biology I. We observed this effect in the high schools sampled in the state of Oklahoma, and no significant difference on the basis of urban, suburban, rural, town, and rural settings, school size, or geographic location.
CONCLUSION:
More effort and incentive toward encouraging elementary and secondary teachers to become National Board Certified needs to be put forth by states, school boards, and administrators. The positive impact of having more NBCTs in a faculty have been documented in various states and in a variety of ways, and now we have demonstrated a similar effect in Oklahoma high schools. The process of National Board certification is an expensive, demanding, and time consuming process for the teachers who undertake it. The beneficial results in our school systems, and for our students and communities, have been demonstrated over and over again. Teachers should be encouraged, assisted, and rewarded for attempting to become National Board Certified. Our results suggest that the percentage of NBCTs has a campus-wide effect on student achievement, and this effect should be investigated further. Future studies may analyze campus and department leadership roles of NBCTs, or consider the number of NBCTs students are exposed to at the elementary and middle level. While we looked at NBCTs in general on each campus, a more specific study could break down the analysis in terms of specific subjects taught by NBCTs. Qualitative case studies may also be carried out that determine how National Board Certification has impacted individual teachers’ teaching philosophies and practices.
REFERENCES
Bundy, J. (2006). The Effect of National Board Certified Teachers on Average Student Achievement in North Carolina schools. Master’s Thesis, University of North Carolina.
Clotfelter, Charles T., Ladd, Helen F. and Vigdor, Jacob L., "How and Why Do Teacher Credentials Matter for Student Achievement?" (January 2007). NBER Working Paper No. W12828 Available at SSRN: http://ssrn.com/abstract=956867
Goldhaber, D., Anthony, E. (2004). Can Teacher Quality Be Effectively Assessed? Urban Institute Website
Kielborn, T., Gilmer, P., & Southeastern Regional Vision for Education (SERVE), T. (1999). Meaningful Science: Teachers Doing Inquiry + Teaching Science. (ERIC Document Reproduction Service No. ED434008) Retrieved June 13, 2007, from ERIC database.
Kimble, L. L., Yager, R. E., & Yager, S. O. (2006). Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards. Journal of Science Teacher Education, 17, 1007-1021.
Rhoton, J., Bowers, P., & National Science Teachers Association, A. (2001). Professional Development Planning and Design. Issues in Science Education. (ERIC Document Reproduction Service No. ED449040) Retrieved June 13, 2007, from ERIC database.
Smith, T. W., Gordon, B., Colby, S. A., & Wang, J. W. (2005). An Examination of the Relationship between Depth of Student Learning and National Board Certification Status. Office for Research on Teaching, Appalachian State University.
Vandevoort, L. G., Amrein-Beardsley, A. & Berliner, D. C. (2004). National Board Certified Teachers and Their Students’ Achievement. Education Policy Analysis Archives, 12, 1-46.
Relationship of Percentage of National Board Certified Teachers with Student Achievement as Measured by End-Of-Instruction Exams at the Secondary Level in Oklahoma
ABSTRACT:
The percentage of National Board Certified teachers (NBCTs) in Oklahoma high schools is positively and significantly correlated to student achievement as measured by performance on state End-Of-Instruction exams (EOIs), including Biology I, Reading, and Math. This effect is independent of other factors concerning the schools’ student populations, locales, sizes, and Title I status.
INTRODUCTION:
Every week the news media is full of stories describing concerns about America’s competitiveness in a global economy. A recent report states that the fastest growing occupations are dependent upon a knowledge base in science and mathematics (National Science Board, 2006). This same report points to the lack of student proficiency on national and international tests of mathematics and science and the decline of students pursuing science and engineering degrees from universities nationwide as a cause for economic apprehension. Basic areas such as reading and writing are essential to success in these areas as well as for their own sake. Solutions to these problems include training teachers at the highest levels, including National Board Certification, and providing incentives for teachers to do so. Data indicate that differences between effective and non-effective teachers have a tremendous impact on student achievement, and NBCTs are statistically and significantly more effective teachers. Teacher quality and lack of preparation in subject area are inextricably linked, and this research is of interest to teachers, administrators, and school boards because we are hoping to improve science education, and education in general, by demonstrating that high-quality and effective teaching can be brought about at least partially by encouraging teachers to engage in professional development up to and including National Board Certification.
PROBLEM STATEMENT:
The objective of the research project is to determine if the percentage of National Board Certified teachers (NBCTs) in a high school faculty is correlated with an increase in student performance as measured by state End-Of-Instruction exams (EOIs).
LITERATURE REVIEW:
Research is consistently positive about the impact of National Board Certification in enhancing teacher practice, professional development and areas of school improvement that are critical to raising student achievement. Many studies throughout various states have examined National Board Certification and the vast majority found NBCTs make a significantly measurable impact on teacher performance and student learning, engagement and achievement. Vandevoort, Beardsley, and Berliner (2004) found that student achievement was higher in the classrooms of NBCTs in three quarters of their comparisons with students in non-NBCT classrooms. Goldhaber and Anthony (2004) found that NBPTS is successfully identifying the more effective teachers among applicants, and that NBPTS-certified teachers, prior to becoming certified, were more effective than their non-certified counterparts at increasing student achievement, especially among minority students. The statistical significance and magnitude of the “NBPTS effect,” however, differs significantly by grade level and student type. Smith, et al., (2005) demonstrated overall findings from their study indicating that the relationship between student learning outcomes and teacher certification status was highly statistically significant on six of the seven student outcomes measured, with the results in favor of NBCTs. Clotfelter, Ladd, and Vigdon (2007) analyzed several aspects of teacher certification and found links to student achievement. Bundy (2006) found that when student demographic variables are controlled, schools with a larger proportion of NBCTs demonstrate moderately higher test scores. Additionally, a larger proportion of NBCTs coincides with a small increase in teacher empowerment, but these gains are unrelated to the improvement in student test scores. We believe that having more NBCTs on a campus produce across the board increases in student achievement, regardless of other factors such as student population diversity, locales, and size of schools.
METHODOLOGY:
Data sets of EOIs in Biology, Math, and Reading were obtained from the Oklahoma State Department of Education, including EOI results for all high schools in the state, as well as faculty numbers that yielded percentage of NBCTs per campus. The numbers for a large sample of Oklahoma high schools were submitted to a Pearson’s correlation test using SPSS, and the results were analyzed. Approximately thirty schools from each of the six size classifications were included in the sample, for a total of 175 schools. Results were also broken down by urban, suburban, town and rural high school settings and geographically and socioeconomically covered the entire state of Oklahoma.
RESULTS:
Our results suggest that the percentage of NBCTs on a high school campus correlates positively and significantly with student achievement as measured by EOIs, including Biology I. We observed this effect in the high schools sampled in the state of Oklahoma, and no significant difference on the basis of urban, suburban, rural, town, and rural settings, school size, or geographic location.
CONCLUSION:
More effort and incentive toward encouraging elementary and secondary teachers to become National Board Certified needs to be put forth by states, school boards, and administrators. The positive impact of having more NBCTs in a faculty have been documented in various states and in a variety of ways, and now we have demonstrated a similar effect in Oklahoma high schools. The process of National Board certification is an expensive, demanding, and time consuming process for the teachers who undertake it. The beneficial results in our school systems, and for our students and communities, have been demonstrated over and over again. Teachers should be encouraged, assisted, and rewarded for attempting to become National Board Certified. Our results suggest that the percentage of NBCTs has a campus-wide effect on student achievement, and this effect should be investigated further. Future studies may analyze campus and department leadership roles of NBCTs, or consider the number of NBCTs students are exposed to at the elementary and middle level. While we looked at NBCTs in general on each campus, a more specific study could break down the analysis in terms of specific subjects taught by NBCTs. Qualitative case studies may also be carried out that determine how National Board Certification has impacted individual teachers’ teaching philosophies and practices.
REFERENCES
Bundy, J. (2006). The Effect of National Board Certified Teachers on Average Student Achievement in North Carolina schools. Master’s Thesis, University of North Carolina.
Clotfelter, Charles T., Ladd, Helen F. and Vigdor, Jacob L., "How and Why Do Teacher Credentials Matter for Student Achievement?" (January 2007). NBER Working Paper No. W12828 Available at SSRN: http://ssrn.com/abstract=956867
Goldhaber, D., Anthony, E. (2004). Can Teacher Quality Be Effectively Assessed? Urban Institute Website
Kielborn, T., Gilmer, P., & Southeastern Regional Vision for Education (SERVE), T. (1999). Meaningful Science: Teachers Doing Inquiry + Teaching Science. (ERIC Document Reproduction Service No. ED434008) Retrieved June 13, 2007, from ERIC database.
Kimble, L. L., Yager, R. E., & Yager, S. O. (2006). Success of a Professional-Development Model in Assisting Teachers to Change Their Teaching to Match the More Emphasis Conditions Urged in the National Science Education Standards. Journal of Science Teacher Education, 17, 1007-1021.
Rhoton, J., Bowers, P., & National Science Teachers Association, A. (2001). Professional Development Planning and Design. Issues in Science Education. (ERIC Document Reproduction Service No. ED449040) Retrieved June 13, 2007, from ERIC database.
Smith, T. W., Gordon, B., Colby, S. A., & Wang, J. W. (2005). An Examination of the Relationship between Depth of Student Learning and National Board Certification Status. Office for Research on Teaching, Appalachian State University.
Vandevoort, L. G., Amrein-Beardsley, A. & Berliner, D. C. (2004). National Board Certified Teachers and Their Students’ Achievement. Education Policy Analysis Archives, 12, 1-46.
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