Can Teacher Quality Be Effectively Assessed? National Board Certification as a Signal of Effective Teaching (original) (raw)
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National Bureau of Economic Research, 2008
The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. We compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers. We used information on whether each applicant achieved certification, along with information on each applicant's NBPTS scaled score and subscores, to test whether the NBPTS score was related to teacher impacts on student achievement. We found that students randomly assigned to highly-rated applicants performed better than students assigned to comparison teachers, while students assigned to poorly-rated applicants performed worse. Estimates were similar using data on pairs of teachers that were not randomly assigned. Our results suggest a number of changes that would improve the predictive power of the NBPTS process.
Can teacher quality be effectively assessed?
PsycEXTRA Dataset, 2000
In this paper, we describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary-level student achievement. Our findings indicate 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. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type.
education policy analysis archives, 2015
A growing number of teachers have undertaken National Board for Professional Teaching Standards (NBPTS) certification training since its inception over twenty-five years ago. Previous empirical research on the impact of NBCTs on student performance has focused on state or district-level exams in individual states and found mixed results. This study examines the relationship between National Board Certified Teachers (NBCTs) and student achievement on the reading and math assessments of the National Assessment of Educational Progress (NAEP). We argue that achievement can be affected both directly by the certified teacher and indirectly as NBCTs provide mentoring to colleagues and assume school leadership positions. This study focuses on a nationally representative assessment to measure student achievement rather than state- or district-level assessment exams. We find that the percentage of National Board certified teachers in a state is positively related to scores on state-level NAE...
National Board Certified Teachers and their Students' Achievement
education policy analysis archives, 2004
Abstract Contemporary research on teaching indicates that teachers are powerful contributors to students' academic achievement, though the set and interrelationships of characteristics that make for high-quality and effective teaching have yet to be satisfactorily determined. ...
Falling Flat: Certification as an Insufficient Indicator of Teacher Quality
This policy analysis examines recent debates on teacher quality in light of the Renee v. Duncan (2010) decision, the Congressional response to the ruling through the Continuing Resolution bill, H.R. 3082 ยง163, and President Obama's Blueprint for Reform. Using equity as a framework for the teacher quality debate, the authors explore policy configurations of teacher quality with particular emphasis on inspecting the teaching certificate as a valid and reliable indicator of teacher quality. Additionally, the authors review educational research highlighting the strengths of alternative certification programs and consider how these strengths might be used to leverage policymaking that targets teacher quality reform.
2001
This study explored the feasibility of using the National Board for Professional Teaching Standards (NBPTS) teacher assessment and certification process as part of a comprehensive strategy to improve professional culture and teaching quality in low-performing schools. Data from surveys of NBPTS California Support Network members were used to generate structured interview protocols for six key informant categories (NBPTS certified teachers, National Board candidates, administrators at low-performing schools, district professional development personnel, teacher union representatives, and NBPTS support providers). Interviews highlighted reasons for pursuing board certification, challenges, support, school reform efforts, leadership, the process teachers commit to when pursuing board certification, benefits of board certification, and usefulness of the NBPTS process). Challenges included instability in students lives, inability to demonstrate excellence, frequent teacher and administrator turnover, and difficulty engaging parents. Respondents voiced concern about the district-wide trend to use highly scripted curricula and instructional materials. However, they were generally optimistic. They identified the need for a systemic approach that recognized and engaged with the larger context in which low-performing school systems are nested. They noted the need for school and district administrators to understand and support the NBPTS tenets and certification process. The interview protocols are appended. (SM)
Schools and Beyond Exploring the Influence of National Board Certified Teachers in Their
Purpose: This article explores the relative influence over schoolwide policy and leadership activities of teachers certified by the National Board for Professional Teaching Standards. Interest centers on teacher leadership activities and perceived influence over schoolwide policy and decision making. In particular, the study asks whether National Board Certified Teachers (NBCTs) are engaged in leadership and influence that may be attributable to board certification. Method: Data come from a survey of the entire teaching faculties in 47 elementary schools in two states (N = 1,282). Teacher perceived influence over schoolwide policy and participation in leadership activities were regressed on NBCT status, demographic and assignment characteristics, and inclination toward teacher leadership, controlling for schools with fixed effects. Findings: NBCTs engage in more leadership activities at both the school and district levels than their nonboard certified peers. Yet, NBCTs do not report greater influence over schoolwide policy than their colleagues. Implications: The effect of NBCT
Exploring the Influence of National Board Certified Teachers in Their Schools and Beyond
Educational Administration Quarterly - EDUC ADMIN QUART, 2010
Purpose: This article explores the relative influence over schoolwide policy and leadership activities of teachers certified by the National Board for Professional Teaching Standards. Interest centers on teacher leadership activities and perceived influence over schoolwide policy and decision making. In particular, the study asks whether National Board Certified Teachers (NBCTs) are engaged in leadership and influence that may be attributable to board certification. Method: Data come from a survey of the entire teaching faculties in 47 elementary schools in two states (N = 1,282). Teacher perceived influence over schoolwide policy and participation in leadership activities were regressed on NBCT status, demographic and assignment characteristics, and inclination toward teacher leadership, controlling for schools with fixed effects. Findings: NBCTs engage in more leadership activities at both the school and district levels than their nonboard certified peers. Yet, NBCTs do not report greater influence over schoolwide policy than their colleagues. Implications: The effect of NBCT