The Impact of National Board Certified
Teachers on Student Learning and
Achievement
This information was cross-posted from www.nbpts.org
Teachers on Student Learning and
Achievement
This information was cross-posted from www.nbpts.org
Promoting Student Learning, Growth & Achievement
Compelling research continues to accrue about the positive impact of National Board Certification on student achievement.
The impact of National Board Certification is confirmed by leading measures of teaching effectiveness.
References
Bill & Melinda Gates Foundation (2013). Measures of Effective Teaching Project: Ensuring fair and reliable measures of effective teaching. Bill & Melinda Gates Foundation.
Cavalluzzo, L.C. (2004). Is National Board Certification an effective signal of teacher quality? The CNA Corporation.
Chingos, M. M., & Peterson, P. E. (2011). It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness. Economics Of Education Review, 30(3), 449-465.
Clotfelter, C., Ladd, H.F., and Vigdor, J.L. (2007). How and why do teacher credentials matter for student achievement? Working paper 2. National Center for Analysis of Longitudinal Data in Education Research.
Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? The Review of Economics and Statistics, 89(1), 134-150.
National Board for Professional Teaching Standards. (2012). Hillsborough County Public Schools: New data prove the value of National Board Certification.
National Research Council. (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: The National Academies Press.
Salvador, Samantha K., & Baxter, Andy. (2010). National Board Certification. Impact on Teacher Effectiveness. Charlotte-Mecklenburg Schools, Center for Research and Evaluation, Office of Accountability.
Strategic Data Project. (2012). SDP Human Capital Diagnostic: Los Angeles Unified School District. Center for Education Policy Research, Harvard University.
Strategic Data Project. (2012a). Learning about Teacher Effectiveness: SDP Human Capital Diagnostic: Gwinnett County Public Schools, Ga. Center for Education Policy Research, Harvard University.
Vandervoort, L.G., Amrein-Beardsley, A., and Berliner, D.C. (2004). National Board Certified Teachers and their students’ achievement. Education Policy Analysis Archives, 12 (46).
Compelling research continues to accrue about the positive impact of National Board Certification on student achievement.
- Numerous studies have shown that students of National Board Certified Teachers (NBCTs) outperform students of non-NBCTs on achievement tests (Cavalluzzo, 2004; Clotfelter, Ladd & Vigdor, 2007; Goldhaber & Anthony, 2007; National Research Council, 2008; Chingos & Peterson, 2011).
- In one study, these learning gains were equivalent to an extra month in school (Vandevoort, Beardsley & Berliner, 2004).
- The positive impact of having a National Board Certified Teacher is even greater for minority and low-income students (Cavalluzzo, 2004; Goldhaber & Anthony, 2007).
- In a study by Charlotte-Mecklenburg Schools, NBCTs were found to be “significantly more effective” than their non-Board-certified peers in teaching Algebra II, Biology, Civics and Economics, Chemistry and Geometry, as measured by student performance on end-of-course tests (Salvador & Baxter, 2010).
The impact of National Board Certification is confirmed by leading measures of teaching effectiveness.
- In Hillsborough County (Tampa), Florida, according to district data, students of NBCTs scored higher than students of non-NBCTs on subject-specific district exams when a value-added measure was applied. Half of all NBCTs scored in the top 20 percent of all teachers on the district’s multiple-measure evaluation system (National Board, 2012).
- Harvard University’s Strategic Data Project recently reported that students of NBCTs in the Los Angeles Unified School District gained roughly the equivalent of two months of additional instruction in Math and one month in English Language Arts, compared with students taught by non-Board-certified teachers. Among math teachers, this positive impact can be compared with a lack of a significant impact by teachers who held advanced degrees but were not Board certified (Strategic Data Project, 2012). In a similar study in Gwinnett County, Georgia, NBCTs outperformed their non-Board certified peers with the same levels of experience (Strategic Data Project, 2012a).
References
Bill & Melinda Gates Foundation (2013). Measures of Effective Teaching Project: Ensuring fair and reliable measures of effective teaching. Bill & Melinda Gates Foundation.
Cavalluzzo, L.C. (2004). Is National Board Certification an effective signal of teacher quality? The CNA Corporation.
Chingos, M. M., & Peterson, P. E. (2011). It's easier to pick a good teacher than to train one: Familiar and new results on the correlates of teacher effectiveness. Economics Of Education Review, 30(3), 449-465.
Clotfelter, C., Ladd, H.F., and Vigdor, J.L. (2007). How and why do teacher credentials matter for student achievement? Working paper 2. National Center for Analysis of Longitudinal Data in Education Research.
Goldhaber, D., & Anthony, E. (2007). Can teacher quality be effectively assessed? The Review of Economics and Statistics, 89(1), 134-150.
National Board for Professional Teaching Standards. (2012). Hillsborough County Public Schools: New data prove the value of National Board Certification.
National Research Council. (2008). Assessing accomplished teaching: Advanced-level certification programs. Washington, DC: The National Academies Press.
Salvador, Samantha K., & Baxter, Andy. (2010). National Board Certification. Impact on Teacher Effectiveness. Charlotte-Mecklenburg Schools, Center for Research and Evaluation, Office of Accountability.
Strategic Data Project. (2012). SDP Human Capital Diagnostic: Los Angeles Unified School District. Center for Education Policy Research, Harvard University.
Strategic Data Project. (2012a). Learning about Teacher Effectiveness: SDP Human Capital Diagnostic: Gwinnett County Public Schools, Ga. Center for Education Policy Research, Harvard University.
Vandervoort, L.G., Amrein-Beardsley, A., and Berliner, D.C. (2004). National Board Certified Teachers and their students’ achievement. Education Policy Analysis Archives, 12 (46).