Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Coats, Linda T.

Committee Member

Taggart, Amanda

Committee Member

Xu, Jianzhong

Committee Member

Hare, Dwight

Date of Degree

8-11-2012

Document Type

Dissertation - Open Access

Major

Elementary, Middle, and Secondary Education Administration

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Educational Leadership

Abstract

The purpose of this study was to assess the impact of National Board Certified Teachers on student performance on Mississippi’s Subject Area Testing Program (SATP) English II assessment, an end-of-course exam that assesses 10th grade students in Mississippi school districts. The researcher sought to determine if there was a statistically significant difference between the SATP English II scores of two groups of students (those taught by National Board Certified Teachers and those who were not). If there was a difference, the researcher sought to determine how the difference could be explained based on selected teacher demographic data (sex, race, highest degree received, years of experience, and National Board Certification status) and selected student demographic data (sex; race; previous scores on the Mississippi Curriculum Test, Second Edition; and free- or reduced-lunch status). The results indicated that students who were taught by National Board Certified Teachers were more likely to have higher SATP English II scores than students who were taught by non-National Board Certified Teachers. Though previous researchers have concluded that teachers’ years of experience and highest degree received play a vital role in the difference in student achievement, this study did not confirm those findings. The results of this study, however, indicated that teacher and student demographic data were potentially important predictors of the language arts standardized test scores. Though these data can be used as predictors, the combined effect of teacher gender, teacher race, and years of experience, along with student race, student gender, student lunch status, and prior Mississippi Curriculum Test, Second Edition Language Arts scores were not found to be statistically significant in this study.

URI

https://hdl.handle.net/11668/20110

Comments

High-Stakes Testing Teacher Accountability||No Child Left Behind||Highly Qualified Teachers||Effective Teaching||National Board Certified Teachers

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