Distortion or Clarification: Defining Highly Qualified Teachers and the Relationship between Certification and Achievement

dc.creator	Jacob M Marszalek
dc.creator	Arthur L Odom
dc.creator	Steven M. LaNasa
dc.creator	Susan A. Adler
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:34:34Z
dc.date.available	2015-07-20T22:34:34Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/aa967f2d067e486683b7273cdc46c39a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22805
dc.description	Recent studies of the relationship between teacher preparation pathways and student achievement have resulted in similar statistics but contradictory conclusions. These studies as a group have several limits: they sometimes focus on student-level indicators when many policy decisions are made with indicators at the school-level or above, are limited to specific urban locations or grade levels, or neglect the potential influence of building type, as defined as the grade-levels serviced. Using statewide data from the 2004-2005 school year, we examined the relationships between school-level indicators of student achievement on nationally-normed tests and proportions of alternatively certified teachers, while controlling for building type and other relevant covariates. Our findings indicate that the relationship between teacher preparation and student achievement at the school level depends on whether the building mixes multiple grade levels (e.g., elementary and middle). The implications of Missouri's policy change for research and school improvement are discussed with respect to the current high-stakes testing environment. <p>&nbsp;</p>
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/837
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 18, p 27 (2010)
dc.subject	alternative teacher certification
dc.subject	grade span configuration
dc.subject	educational legislation
dc.subject	politics of education
dc.subject	achievement tests
dc.subject	regression (statistics)
dc.subject	robustness (statistics)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Distortion or Clarification: Defining Highly Qualified Teachers and the Relationship between Certification and Achievement
dc.type	article