Relationships Between Teacher Preparation and Student Achievement

1. Relationships Between Teacher Preparation and Student Achievement Literature Review Leatrice Malec EDDC 804 Dr. Jones

2. Agenda • Introduction of Topic • Source Selection • Summary of Articles • Comments • Questions

3. Introduction • Passage of NCLB in 2001 • Scores on NAEP and TIMSS • Highly Qualified Designation • Proliferation of Alternate Route Programs • Political Interest in Teacher Effectiveness

4. 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

5. 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.

6. 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.

7. 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.

8. Questions????Comments????? • Are you an alternate route teacher or a traditional route teacher? • Why were results for math different than for other subjects?

9. 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

10. 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 of preparation 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

11. 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