The effectiveness of state certified, graduate degreed, and National Board certified teachers as determined by student growth in reading (Doctoral dissertation).
Gardner, D. J. (2010). Retrieved from https://eric. ed.gov/?id=ED522796.
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examining3,592Students, grades3-5
National Board for Professional Teaching Standards (NBPTS) Certification Intervention Report - Teacher Training, Evaluation, and Compensation
Review Details
Reviewed: February 2018
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a quasi-experimental design in which the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for National Board for Professional Teaching Standards (NBPTS) Certification.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Scholastic Reading Inventory |
National Board for Professional Teaching Standards (NBPTS) Certification vs. Business as usual |
0 Months |
Grade 5 students of teachers with a bachelor’s degree;
|
923.93 |
921.47 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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3% English language learners -
Female: 49%
Male: 51% -
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Florida
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Race Asian 3% Black 12% Native American 0% Other or unknown 16% White 69% -
Ethnicity Hispanic 9% Not Hispanic or Latino 91%
Study Details
Setting
This study took place in two public school districts in Florida. Specifically, all elementary schools in Brevard County Public Schools and nine elementary schools in Seminole County Public Schools participated.
Study sample
The students included in this study were in grades 3–5 during school year 2008–09 in Florida. The analytic sample for the mathematics scores includes 535 students taught by NBPTS-certified teachers, and 3,057 students taught by comparison teachers. About 70% were White, 12% were Black, 9% were Hispanic, 6% were of mixed race, and 3% were Asian. About 51% were male, less than 3% were English learners, and about 35% qualified for free or reduced-price lunch. In addition, the authors present subgroup findings by grade (3, 4, or 5) and by the highest degree obtained by the teacher (bachelor’s or graduate).
Intervention Group
The intervention condition was receiving 1 year of instruction by a teacher with NBPTS certification.
Comparison Group
The comparison condition was receiving 1 year of instruction from teachers without NBPTS certification.
Support for implementation
The study notes that the state of Florida provides a salary bonus to teachers who achieve NBPTS certification. No details are provided on this salary bonus system.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).