Purpose: In the early 2000s, one approach to improving the quality of instruction in U.S. elementary and secondary schools was to screen out potential candidates for teaching positions based on teacher licensure tests and teacher testing in general. However, at the time, little was known about associations between teacher test performance and student outcomes. In this project, the researchers proposed to examine the validity of licensure tests as assessments of teacher skills and knowledge. They aimed to focus on whether scores on these tests were associated with teacher effectiveness as reflected in student achievement test performance.

Structured Abstract

THE FOLLOWING CONTENT DESCRIBES THE PROJECT AT THE TIME OF FUNDING

Setting: Test data are being obtained from three cohorts of graduates of California State University (CSU) teacher training programs.

Sample: These data are being linked to achievement test data from 3rd- through 12th-grade students in approximately 6 Southern California school districts. In total, data from nearly 6,000 teachers and their students is being obtained.

Research Design and Methods: Several research questions are addressed in this study. First, how and why the tests in current use were selected? Information will be gathered through the State Department of Education website, background information on current state teacher standards, and interviews with state officials.

Secondly, what are the technical characteristics of the three teacher tests used in California? These will be examined using existing technical reports and test score data from criteria put forth by the National Research Council. To examine whether multiple forms of evidence converge in identifying the same individuals as high or low in areas of teaching expertise, available validity evidence is being obtained, as well as information on correlations among scores on the three tests and between test scores and grade point averages in teacher education programs. To assess whether test scores differ systematically for different subgroups of teacher candidates, initial and eventual passing rates are being examined by race/ethnic group and by program type (i.e., traditional teaching programs versus alternative certification programs).

Finally, are scores on licensure tests a valid measure of teacher effectiveness? Value-added modeling is being used to examine whether these scores and other teacher characteristics are associated with gains in student performance on achievement tests, independent of background characteristics of students assigned to particular teachers.

The researchers will collect 3 years of student data for the first 2 cohorts of teachers included in this study and 2 years for the final cohort. Analyses will be conducted separately for multiple- and single-subject credential holders. This will allow a comparison of student achievement gains for teachers with single-subject credentials who demonstrate subject knowledge by passing required single-subject proficiency tests versus teachers who are allowed to waive testing and to demonstrate proficiency through completion of approved undergraduate coursework. The study will also address the question of whether middle school teachers with more subject-matter expertise produce greater pupil learning gains than those with multiple-subject credentials (more typical of elementary-level teachers).

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Select Publications:

Journal articles

Buddin, R., and Zamarro, G. (2009). Teacher Qualifications and Student Achievement in Urban Elementary Schools. Journal of Urban Economics, 66(2): 103–115.

Working Paper

Buddin, R., and Zamarro, G. (2008). Teacher Quality, Teacher Licensure Tests, and Student Achievement (WR-555–IES). Santa Monica, CA: Rand Working Paper.

Buddin, R., and Zamarro, G. (2009). Middle School Student Achievement (WR-671–IES). Santa Monica, CA: Working Paper.

Buddin, R., and Zamarro, G. (2009). Teacher Effectiveness in Urban High Schools (WR-693–IES). Santa Monica, CA: Rand Working Paper.

Le, V.N., and Buddin, R. (2005). Examining the Validity Evidence for California Teacher Licensure Exams (WR 334–EDU). Santa Monica, CA: RAND Education Working Paper.

Mariano, L.T., and Kirby, S.N. (2009). Achievement of Students in Multigrade Classrooms: Evidence From the Los Angeles Unified School District (WR-685–IES). Santa Monica, CA: RAND Working Paper.

** This project was submitted to and funded under Teacher Quality: Reading and Writing in FY 2004.