Title

A Comparison Of Student Scores On the Mississippi Curriculum Test of Students Taught By National Board Certified Teachers and Non-National Board Certified Teachers

Date of Award

2005

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership and School Counseling

First Advisor

Thelma J. Roberson

Advisor Department

Educational Leadership and School Counseling

Abstract

The study compared the standardized test scores of students taught by National Board Certified Teachers (NBCTs) with the standardized test scores of students that were taught by Non-National Board Certified Teachers in an effort to determine if there was a significant difference in the two groups scores. Using Mississippi Curriculum Test (MCT) scores from the spring of 2003 as a pre-test and the MCT scores from the spring of 2004 as a post-test, the researcher used an analysis of covariance to examine ten comparisons involving eight NBCTs and fourteen Non-NBCTs in the MCT tested areas of reading, language and math for grades 3-8. The researcher controlled for demographic factors by ensuring that all matched group comparisons involved teachers from the same school, teaching the same subject, at the same grade level. The study involved a total of 22 teachers, 785 students and 2,330 test scores from three schools in a single Mississippi school district. Results revealed that in 7 of 10 comparisons, the student scores of Non-NBCTs had a higher mean score growth difference in comparison to the student scores of the NBCTs. The study also found that in 2 of 10 comparisons, the Non-NBCTs students had significantly higher test scores than the NBCTs. This significant difference was found in 4 th grade language and 5th grade math. In this era of high-stakes testing and accountability, school administrators, state legislatators and community leaders continue to emphasize the importance of increased student achievement as measured by standardized test. These stakeholders also continue to search for ways to improve teacher effectiveness as part of the formula for success. Due to the limited nature of this study and the substantial research from other parts of the United States (North Carolina, Arizona and Florida) indicating a connection between NBCTs and improved standardized test scores, it is imperative that educational researchers take advantage of the growing amount of archival test data in an effort to evaluate whether certification from the National Board for Professional Teaching Standards has an impact on student standardized test scores.