Current quantitative research on the effectiveness of the National Board certification has resulted in contradictory findings. Consequently, this meta-analysis synthesized the results of 12 studies on National Board Certification and student achievement. Of those, 9 studies were used to calculate effect sizes for reading, and all 12 were used to calculate the effect sizes for mathematics. On average, students of National Board Certified teachers had higher achievement scores; however, the effect sizes were small. Similarly, there was no difference in the student outcomes for NBCTs in either mathematics or reading. Due to the limitations of the meta-analysis, analyzing study characteristics as possible moderator variables using tests of homogeneity and analog to the analysis of variance did not lead to finding any variables that accounted for difference in study results. The results, however, did provide direction for future research in the area of National Board Certification.
|School:||University of San Francisco|
|School Location:||United States -- California|
|Source:||DAI-A 71/10, Dissertation Abstracts International|
|Subjects:||Educational evaluation, Teacher education|
|Keywords:||Effect size, High stakes testing, National Board certification, Student achievement, Student outcomes, Teacher effects|
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