Purpose: In this project, researchers intended to examine the validity of an existing measure of middle-school teachers' mathematics content and pedagogical knowledge by examining associations between this measure and student mathematics achievement. To do this, the researchers proposed to develop, refine, and employ a value-added model that explicitly accounts for covariate information and weaking of teacher effects over time.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

The teacher measure being evaluated is the Praxis Series® middle school mathematics test developed by ETS. Praxis Series® test scores are being obtained from one or more states that require this test as part of the teacher licensure process. The teacher data are being linked to student data obtained from participating states for two cohorts of sixth grade students. The first cohort is being followed for 3 years, the second for 2 years. Measures of student achievement to be linked to teacher test data include sixth-, seventh-, and eighth-grade gain scores on annual, state mandated mathematics achievement tests. Covariate information, such as students' reading scores on state-mandated tests, previous mathematics courses taken by students, student socioeconomic status, and teachers' years of experience and college major, are also being collected and will be incorporated into the value-added model in order to control statistically for possible selection biases that may affect the apparent association between teacher and student test scores. It is expected that the results from this study will provide important new information regarding the degree to which teachers' scores on the Praxis test of middle school teachers' mathematics content knowledge are related to their students' mathematics achievement.

Products and Publications

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Journal articles

Gitomer, D.H., Brown, T.L., and Bonett, J. (2011). Useful Signal or Unnecessary Obstacle? The Role of Basic Skills Tests in Teacher Preparation. Journal of Teacher Education, 62(5): 431–445.

** This project was submitted to and funded under Teacher Quality: Mathematics and Science Education in FY 2004.