Browse Studies

An Examination of the Relationship Between Depth of Student Learning and National Board Certification Status

Institution:
Appalachian State University

Principal Investigator:
Smith, T. W., Gordon, B., Colby, S. A., Wang, J. W.

Date:
June 2005

Study Overview:

The purpose of this study was to examine the impact of National Board Certified Teachers (NBCTs) on student achievement (depth of student learning), compared to teachers who attempted, but did not achieve National Board Certification. Participants were recruited from across the United States in four certificate areas. A total of 64 teachers from 17 states participated in the study. 35 (55%) of the participants had achieved National Board Certification, and 29 (45%) had attempted but did not achieve National Board Certification.

The overall findings from this study indicated that the relationship between student learning outcomes and teacher certification status was highly statistically significant on six of the seven student outcomes measured, with the results in favor of NBCTs. The "comparative teaching practices" dimension of the study, also statistically significant, suggested that NBCTs fostered deeper understanding in their instructional design and classroom assignments.

Main Research Questions:

1. Comparative Teaching Outcomes: Do students taught by NBCTs produce deeper responses (to class assignments and standardized writing assessments) than students of teachers who attempted National Board Certification but were not certified?
2. Comparative Teaching Practices: Do NBCTs develop instruction and class assignments designed to produce deeper student responses than teachers who attempted National Board Certification but were not certified?
   

Publications:

• Full Text of Study (PDF - 616kb)

Subject Area:
Student Achievement