Running head: EFFECT OF TEACHER CERTIFICATION AND CREDENTIALS ON 1

STUDENT ACHIEVEMENT

Effect of Teacher Certification and Credentials on Student Achievement

EDCI 631 Shasta Nguyen

Chadron State College

Fall 2017
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Table of Contents
Abstract……………………………………………………………………………………………3

Introduction…………………………………………………………………………………….….4

Statement of the Problem………………………………………………………………….6

Review of Related Literature……………………………………………………………...………7

Discrepancies in Licensure…………………………………………………….….………7

Specificity of Certification………………………………………………….………….….8

Effect of Teacher Credentials on Student Achievement……………………….………….9

Statement of the Hypothesis…………………………………………………………….……….10

Methodology…………………………….….……………………………………………………11

Participants………………………….…...….……………………………………………11

Research Design/Variables…….….……………………………………...…...…………12

Data Analysis……………………….…...….…….…………………………………...…13

Time Schedule………….…...…...….……….…...….…….……………….……………14

Budget………………………………...….….……………………………………...……14

References…………………………………………………………………...……………...……15

Appendix A (Parent Consent)……………...….….…………………….………...………...……17

Appendix B (Participant Consent Ages 13-19)……………...….….……………….………...…19

Appendix C (Participant Consent Ages 8-13) ……………...….….……………….….……...…21

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Abstract
Teacher certification and credentials have long been widely agreed on as being

imperative to education and student achievement, yet recent research tends to prove otherwise.

Teacher licensure requirements tend to be extremely non-consistent from district-to-district, and

state-to-state. Degree level (credentials) and certification level are all aspects that have been

looked at as components of major contributing factors of student achievement. Yet, because

student achievement can be difficult to measure, students’ results on standardized testing proved

to be the most conducive way to assess achievement.

Keywords: teacher certification, teacher credentials, student achievement

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Effect of Teacher Certification and Credentials on Student Achievement

Introduction

Public schools in the U.S. are constantly striving to improve student performance and

achievement. According to the No Child Left Behind Act (NCLB), one of several requirements

for teachers of core academic areas is to hold full state certification, which is determined and

defined by each state (U. S. Department of Education, 2009). Licensing standards are noticeably

different from state to state and can lead to ambiguity in consistency regarding what type of

credentials for certification are acceptable per NCLB standards (Darling-Hammond, 2000).

No Child Left Behind’s goal to close the achievement gap also required teachers to be

highly qualified, meaning teachers must meet state certification requirements and

“…demonstrate mastery of the content area in which they teach, either by passing a content

knowledge test or by having majored in the subject in an undergraduate or graduate program.”

(“Teacher Quality and Student Achievement”, 2005, p. 1). This is a goal that has proven to be a

challenge for states and districts.

Prior research on teacher training showed highly inconsistent results. Some studies find

that “…formal education is important and these have been interpreted as support for

strengthening existing teacher preparation programs in universities and increased expenditures

on post-college training” (Harris & Sass, 2008, p. 2). Just as common, however, is the finding

that formal education may be irrelevant.

“School leaders have long been aware of the potential impact of an excellent teacher on

student achievement” (Jacob, 2012, p. 3). Professor William Sanders (as cited in Johnson,

2000,) stated, “the single most dominant factor affecting student academic gain is teacher effect”

(p.1). The varying levels and requirements for teacher certification (which are often differing
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from state-to-state and can be non-specific to education) have a direct effect on student

achievement, although research done in the past two decades (Goldhaber & Brewer, 1996; Harris

& Sass, 2008) provided data in surprising, and not ways commonly assumed.

The varying levels and requirements for teacher certification have a direct effect on

student achievement. Most assume that a more highly-certified teacher, over a less credentialed

teacher, results in students with higher achievement. Current research (Johnson, 2000; Jacob,

2012), however, provides data showing otherwise.

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Statement of the Problem

The purpose of this study will be to discover the effect teacher certification and

credentials have on student achievement. Teacher certification is summarized as a teacher

having been prepared in a state-approved teacher education program at the undergraduate or

graduate level, completion of a major or minor the field(s) being taught, having taken additional

education credits, and successful completion of student teaching (Darling-Hammond, 2000) i.e.

licensure. Credentials, while encompassed as a part of teacher certification, for the purpose of

this study will refer to the level of education a teacher holds, such as a Bachelor’s degree,

Master’s degree, etc. Student achievement will refer to student scores on standardized tests.
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Review of Related Literature

Although licensure varies from state to state, a standard teacher’s license is given to

individuals who have “…satisfactorily completed a state-approved teacher preparation program,

achieved the necessary college credits, and completed a student teaching experience” (Jacob,

2013, p. 9). Paths for attaining each type of certification vary across states in a number of

respects, including the standards for admission into certification programs and the amount of in-

classroom experience required (Guarino, 2009). The specifics of the classes needed for a teacher

preparation program vary greatly, as there is no “universal” slate of curriculum in place for

prospective teachers in the U.S.

Discrepancies in Licensure

Many discrepancies can be found in the licensure process from state to state. For

example, potential teachers in Louisiana can receive licensure without a minor in the field they

will be teaching, nor coursework involving curriculum, teaching strategies, classroom

management, or working with special needs students. Only six weeks of student teaching is

required. In contrast, prospective teachers in Minnesota must complete a bachelor’s degree

including a full major in the subject area to be taught, classes in learning theory, child

development, effective teaching strategies, and education of children with special needs, just to

name a few. Student teaching occurs over 18 weeks, and must be supervised by a cooperating

teacher that meets the minimum standards. Consequently, Minnesota students have consistently

scored in the top distribution on national assessments, whereas Louisiana students typically

scored near the bottom (Darling-Hammond, 2000).

While lower certification standards appear to correlate with lower student test scores, the

relationship between student achievement and teacher credentials bears a greater significance, in
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part due to the coursework needed for certification, but also the specific area of study and

continuing education (if any) of teachers. Goldhaber and Brewer (1999) found that although

advanced degrees (in general) were not associated with higher student achievement, an advanced

degree that was specific to the subject area that a teacher taught was. These results suggested

that subject knowledge may be more important than the type of certification in terms of the

contribution to student achievement (Goldhaber & Brewer, 1999).

Specificity of Certification

Darling-Hammond and Youngs (2002) confirmed that while some teacher qualifications

may have more impact on student achievement than others, these qualifications are often

interceded by the grade level and subject matter being taught. In fact, “…being certified in the

subject (regardless of the specific subject) is predictive of higher achievement than being

certified in a related subject” (Clotfelter, Ladd, & Vigdor, 2007, para 43). Other studies

determined that greater teacher preparation in math resulted in positive effects on students’ test

scores in math. In other subject areas, however, greater teacher preparedness did not translate

into higher student achievement (Clotfelter et al., 2007). Harris and Sass (2008) found in their

research that,

…only in the case of middle school math do we find that obtaining an advanced degree

enhances the ability of a teacher to promote student achievement. For all other

grade/subject combinations the correlation between advanced degrees and student

achievement is negative or insignificant. Overall, one might deduce that teachers

receiving certification in education might improve the performance of their students by

placing a greater emphasis on content knowledge. (p. 30)

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Effect of Teacher Credentials on Student Achievement

Teachers with advanced degrees are often sought after by schools and district leaders to

raise student performance, and encourage existing teachers to pursue higher degrees in the hope

that this will lead “…to a deeper understanding of teaching, learning, and human development,

which in turn should lead to improved student performance” (Jacob, 2012, p. 8). While those in

education would believe that higher certification standards and an advanced degree would

significantly improve student achievement, that does not seem to be the case. Teachers with

masters or a doctorate degree do not have students with higher achievement than comparable

teachers without advanced degrees (Buddin & Zamarro, 2009), and “…research indicates either

insignificant or in some cases even negative associations between possession of a graduate

degree by a teacher and their students’ achievement…” (Harris & Sass, 2008, p. 7).

A study done at Stanford University put forth data showing that teachers with full

certification and a major in the field “…is a more powerful predictor of student achievement that

teachers’ education levels (e.g. master’s degrees)” (Darling-Hammond, 2000, p. 32). To put it

simply, teacher quality equates to higher student achievement; while researchers showed that

teacher certification and credentials are not necessarily associated to the quality and effectiveness

of a teacher. In fact, studies showed that in regards to certified teachers, those with graduate

degrees was not predictive of higher achievement in their students compared to having a teacher

without a graduate degree (Clotfelter, Ladd, & Vigdor, 2007).

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Statement of the Hypothesis

Student achievement (how a student performs on standardized testing) has often been

linked to teacher effectiveness, which encompasses many areas. When the areas of teacher

certification (successful completion and licensure to teach) and credentials (level of teacher

education) were examined more closely, teachers with advanced degrees surprisingly do no

better or worse when compared to teachers without advanced degrees. Teachers that have

certification in their subject area (regardless of having an advanced degree or not) tend to have

students with higher achievement. Teachers in Colorado need to be highly qualified, meaning

teachers have either passed the math ETS Praxis test, or obtained 24 credit hours in the areas of

math teacher education and pedagogy.

The independent variable for this research study is student achievement on standardized

tests; the dependent variable is the level of education and type of certification the teacher holds.

Student achievement would be considered a construct; meaning a valid, widely-used

standardized test would need to be utilized for measurement.

In conclusion, teachers with greater credentials and more experienced educational

backgrounds tend to be viewed as higher quality teachers who demonstrate greater gains in

student achievement. In action, however, do teachers with higher credentials result in students

with higher achievement? Do discrepancies in teacher certification requirements affect student

achievement? The null hypothesis for this research study would show that there is no

statistically significant difference in student achievement between students whose teacher has a

higher degree of education (credentials) than those students whose teacher has less education.
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Methodology

Participants

Thunder Ridge Middle School is one of ten 6-8 grade middle schools in the Cherry Creek

School District. CCSD covers 108 square miles in the Denver, Colorado metro area, serving

over 54,000 students. The school district tends to lie in the more affluent areas of the Denver

metro area, and students attending CCSD most often score well above state averages on state

standardized assessments. (CherryCreekSchools.org, n.d.)

As of the 2017-18 school year, TRMS currently serves an estimated 430 sixth graders,

430 seventh graders, and 460 eighth graders. Ethnic diversity at TRMS consists of a student

population that is 60% White, 17% Hispanic, 9% Black, and 6% Asian or Other. There is a

relatively equal distribution of male and female students. (GreatSchools.org, n.d.)

The participants in this study will be comprised of students with disabilities (on an IEP).

Thunder Ridge Middle School currently has a population where 13% of students have a

disability (more than double the state average of 6%). (GreatSchools.org, n.d.) The sample used

will be fourteen learning disabled students in math from each grade level at Thunder Ridge

Middle School will be chosen prior to the school year for the study.

Because all teachers in the state of Colorado must be highly qualified in their subject

area, seven learning disabled students from each grade level will be chosen by the researcher

from a teacher that has gained highly qualified status via the ETS Praxis (meaning no teacher

education specific math classes were taken), and seven students chosen from teachers that gained

highly qualified status via 24 additional credit hours in math specific teacher education.
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Research Design/Variables
An experimental research design approach with homogenous grouping of students with

learning disabilities in math was used to examine the results on the independent variable, student

achievement i.e. scores on standardized tests. The dependent variable, teacher certification and

credentials, was determined by the process (“path”) the teacher too to obtain highly qualified

status.

All math teachers at Thunder Ridge Middle School participate in an aligned curriculum,

meaning that teachers meet weekly to lesson plan and ensure that all students are receiving the

same delivery of curriculum.

Procedures

Due to the experimental research design nature of the study, students were able to

be chosen for the study dependent on a.) being diagnosed with a learning disability in math, and

b.) having a current IEP. Students were chosen prior to starting the school year, but after

students had been assigned to a math teacher. Seven students from each of the three grade levels

were then selected to had a math teacher who obtained highly qualified status via passing the

math content ETS Praxis. An equal number of students were chosen from a math teacher who

obtained highly qualified status by taking additional 24 credit hours in math teacher education. It

should be noted that because Math EasyCBM testing is part of the special education IEP process,

and done outside of the core math classroom, the general education teachers the students were

chosen from were not required to give consent (yet, all teachers were informed of the study). For

the purpose of the study, teachers were asked informally what avenue they obtained their highly

qualified status in math.

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Once students were chosen, the respective consent forms were sent to each student’s

parents/guardians, along with a follow-up phone call. Students chosen for the study were pulled

for a brief, one-on-one meeting with the investigator to explain the purpose of the study and

review the consent form. Students were not met with if their parents had not approved and given

consent for them to participate in the study.

Data Analysis

Math EasyCBM “…is standardized measures that sample from a year’s worth of

curriculum to assess the degree to which students have mastered the skills and knowledge

deemed critical at each grade level. The math assessments available on EasyCBM are based on

the National Council of Teachers of Mathematics (NCTM) Curriculum Focal Point Standards in

Mathematics” (University of Oregon, 2017). Data from EasyCBM were analyzed by utilizing

the EasyCBM report function, which provided information on student scores. Scores were on a

scale of how many questions correct out of sixteen, which then would correlate into a percentage

based on national norms.

Students were tested monthly via computer/internet using EasyCBM in the area of math

number operations and applications. Each test are sixteen questions, comprised of both multiple

choice and fill-in-the-blank. Once students complete the test, answers are automatically

submitted to the site, and scores derived. Baseline data were gathered the first month of school.

Each month after, scores were accessed via the site and recorded. Scores from each group of

students were compiled to determine if growth were shown from month to month, along with

how much growth were shown (if any).

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At the end of the school year, student scores (and the resulting means) of both groups

were compared utilizing a parametric test, an independent t-test. Results of the t-test determined

the statistical significance of the two groups studied.

Time Schedule

EasyCBM progress monitoring in math is done monthly during the school year, therefore,

the time schedule for the study took the length of the 2017-18 school year. Data were recorded

each month, with a running record of updated scores. This made it possible for a final

summary/conclusion of the data to be compiled rather quickly by the final month of the school

year.

Budget

The budget for this study is minimal. Expenses included forty-two self-addressed

stamped envelopes and the printed consent forms for parents/guardians and students. Thunder

Ridge Middle School covered the cost of the EasyCBM online program, as it had in previous

years.
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References

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in

urban elementary schools. Journal of Urban Economics, 66(2), 103-115. doi:

10.1016/j.jue.2009.05.001

CherryCreekSchools.org (n.d.). About Us. Retrieved from

http://www.cherrycreekschools.org/AboutUs/Pages/default.aspx

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). Teacher credentials and

student achievement in high school: A cross-subject analysis with student fixed effects.

Working Paper. (NBER Working Paper No. 13617). Cambridge, MA: National Bureau of

Economic Research. doi: 10.3386/w13617

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of state

policy evidence. Education Policy Analysis Archives, 8(1), 1-44. doi:

10.14507/epaa.v8n1.2000

Darling-Hammond, L. & Youngs, P. (2002). Defining “highly qualified teachers”: What does

“scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25.

Goldhaber, D. D. & Brewer, D. J. (1999). Teacher licensing and student achievement. In

M. Kanstoroom & C.E. Finn (Eds.), Better teachers, better schools (pp. 82-102).

Washington, DC: Thomas B. Fordham Foundation.

GreatSchools.org (n.d.). Thunder Ridge Middle School. Retrieved from

https://www.greatschools.org/colorado/aurora/233-Thunder-Ridge-Middle-School/

Guarino, C. M. (2009) Teacher Qualifications and Kindergartners’ Achievements. New

York: Nova Science Publishers, Inc.

Harris, D. N., & Sass, T. R. (2008, March). Teacher training, teacher quality and student
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achievement. Retrieved from ERIC database. (ED 509656)

Jacob, A. (2012). Examining the real relationship between student achievement and

observable teacher characteristics: Implications for school leaders. International Journal

of Educational Leadership Preparation, 7(3), 1-13.

Johnson, K. (2000). The effects of advanced teacher training in education on student

achievement. The Heritage Foundation. Retrieved from

http://www.heritage.org/education/report/the-effects-advanced-teacher-training-

education-student-achievement

The Center for Public Education. (2005). Teacher quality and student achievement: Research

review. Retrieved from http://www.centerforpubliceducation.org/Main-

Menu/Staffingstudents/Teacher-quality-and-student-achievement-At-a-glance/Teacher-

quality-and-student-achievement-Research-review.html

University of Oregon. (2017). UO Dibels Data System. Retrieved from

https://dibels.uoregon.edu/assessment/math

U.S. Department of Education. (2009). No Child Left Behind: A toolkit for teachers. Retrieved

from https://www2.ed.gov/teachers/nclbguide/toolkit_pg6.html
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Appendix A
CONSENT FORM for Minor Participants – Parent/Guardian Form

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Invitation to Participate:

 Your child has been invited to join a research study to look at student achievement scores
with their respective math teachers. Please take whatever time you need to discuss the
study with your family and friends, or anyone else you wish to. The decision to let your
child join, or not to join, is up to you.

 This study is being conducted by Shasta Nguyen, a graduate student at Chadron State
College, and currently a 7th grade Learning Specialist at your child’s school.

Overall Purpose of Study:

 This research study is evaluating if there is a statistically significant difference in student

achievement in math between students that have math teachers that gained highly
qualified status from passing the PPST, or by teacher education math credits. The hope
of the study is to show that there is no difference in student achievement.

Basis for Participant Selection / Explanation of Procedures:

 Your child’s scores from monthly progress monitoring in math will be utilized in this
study. Monthly progress monitoring is currently a part of the IEP process, and will not
require any additional time and/or effort on your child’s part.

Potential Risks and Discomforts:

 There are no risks in your child participating in this study.

Potential Benefits:

 Others may benefit in the future from the information found in this study.

Assurance of Confidentiality:

 Your child’s name will not be used when data from this study are published.

 Data on progress monitoring is kept on a computer, where a password is required for

obtaining the system.
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Withdrawal from the Study:

 Participation in this study is voluntary. Your child has the right not to participate at all or
to leave the study at any time.

 Deciding not to participate or choosing to leave the study will not result in any penalty or
loss of benefits to which your child is entitled, and it will not harm his/her relationship
with Mrs. Nguyen.

 The investigator may stop the study or take your child out of the study at any time it is
judged to be in your child’s best interest. Your child may be removed from the study for
various other reasons, without your consent.

 Your child can stop participating at any time. If your child stops he/she will not lose any
benefits.

CONTACTS FOR QUESTIONS OR PROBLEMS?

Call Shasta Nguyen at 720-886-1550 or email at snguyen29@cherrycreekschools.org, or contact

the Chair of the Chadron State College Institutional Review Board at 308-432-6203 if you have
questions about the study, concerns, etc.

You are voluntarily making a decision whether or not to allow your child or legal ward to
participate. Your signature indicates that, having read and understood the information
provided above, you have decided to permit your child or legal ward to participate in this
research.

You will be given a copy of this consent form to keep.

Signature of Parent / Guardian

Relationship to Participant

Date

Signature of Investigator

Date
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Note: If the minor is between the ages of eight and nineteen, the minor must complete an
“Assent Form” as well. A copy of this assent form will be provided to the parent or legal
guardian.
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Appendix B
ASSENT FORM for Minor Participants
(ages thirteen to nineteen)

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Invitation to Participate: You are invited to participate in a study of your Math EasyCBM
progress monitoring scores. This study is being conducted by Mrs. Shasta Nguyen, a teacher at
Thunder Ridge Middle School, and also a graduate student at Chadron State College.

Purpose of the Research: This study is to determine if student achievement on testing depends
on the type of highly qualified status your teacher obtained.

Explanation of Procedures: If you decide to participate, you will be asked to do the following
things: Continue to monthly take the Math EasyCBM progress monitoring test for your IEP.

Potential Risks and Discomforts: There are no potential risks or discomforts.

Potential Benefits: Although there are no benefits for you as a student, yet others may benefit
in the future from the information found in this study.

Withdrawal from the Study: I am seeking your permission to include you in this research
study; you are free to say no at this time. You can also stop your participation at any time, by
telling me that you want to stop. Before you agree to be involved, you should discuss whether or
not to participate with your parent, prior to signing this form. Your parent will also be asked to
agree to your participation.

Offer to Answer Questions: If you have any questions, please feel free to ask questions now or
at any time during the study. If you have questions, you can contact Mrs. Shasta Nguyen at 720-
886-1550 or email at snguyen29@cherrycreekschools.org, or contact the Chair of the Chadron
State College Institutional Review Board at 308-432-6203 if you have questions about the study,
concerns, etc.
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You are making a decision whether or not to participate in this study. By signing this form
you indicate that you have read and understood the information, and you have decided to
be involved in this study

Your parent/legal guardian will be given a copy of this assent form to keep.

Signature of Participant

Date

Signature of Investigator (Mrs. Shasta Nguyen)

Date
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Appendix C
ASSENT FORM for Minor Participants
(ages eight to thirteen)

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I am…
 …Mrs. Shasta Nguyen, a teacher at your school, and a student at Chadron State College.

I am doing a study on…

 …Math EasyCBM progress monitoring and how your teacher became highly qualified in
math. I hope to discover that there is no difference.

I invite you…
 …to participate in a study of your Math EasyCBM scores.

If you decide to participate…

 …I will ask you to continue to take your Math EasyCBM test, like you normally do.

Are there risks or benefits?

 There are no risks, and you will potentially be helping others in the future from this
research!

You are being asked to participate in this study…

 …but you do not have to. You should talk over with your parent or guardian whether or
not you should participate. Your parent/guardian will also be asked for permission for
you to participate in this study.

If you decide to participate and then change your mind…

 …you can tell me and you can stop at that point.

If you have any questions, please do ask me.

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You are making a decision whether or not to participate in this study. Please read and
understand the information above. If you agree to participate, please sign the form below
to show that you have decided to be involved in this study.

Your parent/legal guardian will be given a copy of this assent form to keep.

Signature of Participant

Date

Signature of Investigator (Mrs. Shasta Nguyen)

Date