Date
9-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Rebecca M. Lunde
Keywords
National Board teacher certification, school improvement, student achievement, instructional quality, teacher capacity, school capacity
Disciplines
Educational Leadership | Educational Methods
Recommended Citation
Michels, Sandra Kaye, "The Impact of National Board Teacher Certification on School Capacity" (2021). Doctoral Dissertations and Projects. 3195.
https://digitalcommons.liberty.edu/doctoral/3195
Abstract
The purpose of this ex post facto causal-comparative study is to examine whether a greater number of National Board certified teachers on a school staff has an effect on school-wide standardized assessment outcomes. National Board teacher certification has been examined by researchers as a potential school improvement initiative to address persistent gaps in achievement as measured by state-mandated standardized assessments. The impact of National Board teacher certification on student outcomes has been examined at the individual classroom level and at the statewide level through analysis of scores on the National Assessment of Educational Progress (NAEP). This study explored the impact of National Board teacher certification on school-wide assessment outcomes, and, specifically, whether greater numbers of National Board certified teachers on a school staff have an effect on school-level assessment data. Data were gathered from the Wisconsin Information System for Education (WISEdash) database and from the National Board Certified Teacher Directory. Analysis of variance (ANOVA) was performed using mean score differences between the independent variable of percentage of National Board certified teachers on a school staff and the dependent variable of school-level growth scores in English language arts and mathematics. The study sample size included 161 schools. For each school type group (elementary, middle, high), a statistically significant difference was found between the school-level growth scores in English language arts and mathematics of schools with a low percentage (0-3%) and schools with a medium percentage (3-7%) and high percentage (greater than 7%) of NBCTs on staff.
