Relationships Between Teacher Preparation and Student Achievement

Literature Review

Leatrice Malec

EDDC 804 Dr. Jones

Agenda

Introduction of TopicSource SelectionSummary of ArticlesCommentsQuestions

Introduction

Passage of NCLB in 2001Scores on NAEP and TIMSSHighly Qualified DesignationProliferation of Alternate Route

ProgramsPolitical Interest in Teacher

Effectiveness

Source Selection

Revised topic because of available research

Tried to find articles on each side of the issue

There seems to be a small circle of researchers for this topic but they wrote a lot of articles.

Limited articles to those written from 2000 to present

Summary Of Articles

The articles presented conflicting evidence about the effects of teacher preparation on student achievement.

Definitions for alternate route and traditional route varied for each study.

The studies concentrated on 1st and 2nd year teachers. Experienced teachers were not part of the studies.

Results for math achievement did not match results for other subject areas.

Summary of Articles

Subject matter certification made a difference in student achievement for math but not for other subjects.

One article was a rebuttal of a report written by the U.S. Secretary of Education.

The final article was a review of research on the topic. This review was commissioned in part by the U.S. Department of Education. The authors believe that there is not enough “high quality” research being done by educational professionals.

Conclusion

While there were many articles that started to address the issue of teacher preparation and student achievement, I did not read any that actually answered the question. Many studies did not meet the standards of “high quality, scientific, data based research’. The lack of uniformity and agreement on definitions is a definite problem.

Questions????Comments?????

Are you an alternate route teacher or a traditional route teacher?

Why were results for math different than for other subjects?

References

Berry, B. (2001). No shortcuts to preparing good teachers. Educational Leadership, 5, 32-36.

Boyd, D. J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31(4), 416-440. doi:

10.3102/0162373709353129 Darling-Hammond, L., & Youngs, P. (2002). Defining “Highly qualified teachers”;

What does “Scientifically-based research” actually tell us?. Educational Researcher, 31(13), 13-25. doi:10.3012/0013189x031009013

Dee, T. & Cohodes, S.R., (2008). Out-of-field teachers and student achievement. Public Finance Review, 36(1), 7-32. doi: 10.1177/1091142106289330

Gimbert, B., Bol, L., & Wallace, D., (2007). The influence of teacher preparation on Student achievement and the application of national standards by teachers of mathematics in urban secondary schools. Education and Urban Society, 40(1), 91-117. doi: 10.1177/0013124507303993

Goldhaber, D. & Brewer, D.J., (2000). Does teacher certification matter? High schoolteacher certification status and student achievement. Educational Evaluation and Analysis, 22(2), 129-145. doi: 10.3102/016237370220002129

References

Good, T. L., McCaslin, M., Tsang, H. Y., Zhang, J., Wiley, C. R. H., Bozack, A. R., & Hester, W., (2006). How well do first year teachers teach: Does type

ofpreparation make a difference?. Journal of Teacher Education, 57(4),

410- 430. doi: 10.1177/0022487106291566 Kaplan, l. S., & Owings, W. A., (2001). Teacher quality and student achievement:

recommendations for principals. NASSP Bulletin, 85, 64-73. doi:10.1177/019263650108562808

National Center for Educational Statistics. (2009). National Assessment of Educational Progress. Retrieved from http://www.nces.ed.gov

National Center for Educational Statistics. (2007). Trends in International Mathematics and Science Study. Retrieved from http://www.nces.ed.gov

Owings, W. A., Kaplan, L. S., Nunnery, J., Marzano, R., Myran, S., & Blackburn, D., (2005). Teacher quality and troops to teachers: a national study with implications for principals. NASSP Bulletin 90(2), 102-131. doi: 10.1177/0192636506289023

References

Slotsky, S. (2006). Who should be accountable for what beginning teachers need to know?. Journal of Educational Review, 57(3), 256-268. doi:

10.1177/0022487105285561 Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J., (2002). Teacher preparation

research: An insider’s view from the outside. Journal of Teacher Education,

53(3), 190-04. doi: 10.1177/00022487102053003002