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Essay / Research Paper Abstract
A 4 page article analysis that review a study by Goldhaber and Anthony (2004), which concerned the relationship between NBPTS certification and student achievement as a means for evaluating teacher quality effectively. The researchers found a positive association between NBPTS certification and student achievement and this is discussed, along with the details of their study. No additional sources cited.
Page Count:
4 pages (~225 words per page)
File: D0_khnbpts.rtf
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Unformatted sample text from the term paper:
a significant factor in student achievement, there has, to date, been limited means of accurately evaluating teacher quality. Addressing this problem, Goldhaber and Anthony (2004) conducted a large-scale study to
determine the effectiveness of certification of teachers by the National Board for Professional Teaching Standards (NBPTS) as a means for assessing teacher quality in regards to elementary schoolchildren achievement.
Literature Review : This study pertains to research on teacher effectiveness. The literature reviewed for the study indicates, first of all, that empirical evidence confirms that quality of teaching in
classroom settings is the most significant factor in predicting student outcomes. The authors cite the work of Hanusbek in 1992, for example, who found that a student placed with a
high quality teacher will generally gain 1.5 grade level equivalent, while a student with a demonstrably lower quality teacher gains only 0.5 grade level equivalents. While it is generally
agreed among experts that teacher quality significantly impacts student achievement, the second point made by the authors is that there is little consensus concerning the relationship between specific teaching credentials
and characteristics with teaching effectiveness. The research of Goldhaber and Brewer in 2000 showed that teacher attributes that are typically used for the certification process, as well as recruitment and
screening, are not strongly correlated with student achievement increases. The last point made by Goldhaber and Anthony (2004) in their literature review is that NBPTS certification appears to
be much more difficult to pass than are the typical hurdles that are associated with teacher licensure testing. To verify this observation, the authors cite the statistics that from 1999
through 2002, only 50 percent of first-time applicants for NBPTS certification passed; however, the authors do not cite a study that supports this assumption. Perhaps this is because their study
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