The National Board effect: Does the certification process influence student achievement? (Doctoral dissertation).
Silver, K. T. (2007). Available from ProQuest Dissertations and Theses database. (UMI No. 3280759).
-
examining62Teachers, 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 |
|---|---|---|---|---|---|---|---|---|
|
Percent Proficient on North Carolina End-of-Grade Reading Assessment |
National Board for Professional Teaching Standards (NBPTS) Certification vs. Business as usual |
0 Days |
Grade 4 teachers;
|
84.96 |
84.10 |
No |
-- | |
|
North Carolina End-of-Grade Reading Assessment |
National Board for Professional Teaching Standards (NBPTS) Certification vs. Business as usual |
0 Days |
Grade 4 teachers;
|
252.91 |
252.92 |
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.
-
Female: 95%
Male: 5% -
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
North Carolina
-
Race Black 8% Native American 1% White 90% -
Ethnicity Hispanic 1% Not Hispanic or Latino 99%
Study Details
Setting
This study was conducted in elementary school grades 3–5 throughout North Carolina.
Study sample
The study examined the effect of NBPTS-certified teachers in the first year after they received certification. The author identified 81 teachers in grades 3–5 who received NBPTS certification in the 2003–04 school year and matched these teachers to 81 comparison teachers without NBPTS certification based on teaching experience, degree level, grade level taught, and school district. Approximately 90% of the teachers were White, 8% were Black, 1% were Hispanic, and less than 1% were Native American. 95% of the teachers were female, and 72% held bachelor’s degrees. The analytic sample included 31 NBPTS-certified teachers and 31 comparison teachers without NBPTS certification. In addition, the authors present subgroup findings by grade (3, 4, or 5).
Intervention Group
The intervention condition was receiving 1 year of instruction during the 2004–05 school year by a teacher receiving NBPTS certification in the prior school year.
Comparison Group
The comparison condition was receiving 1 year of instruction during the 2004–05 school year from teachers without NBPTS certification.
Support for implementation
Teachers obtaining NBPTS certification are provided with a 12% salary supplement in North Carolina.
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).