Different Pathways, Different Impacts: Examining How Alternative Certification Pathways Influence Student Achievement in Kentucky
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| Title: | Different Pathways, Different Impacts: Examining How Alternative Certification Pathways Influence Student Achievement in Kentucky |
|---|---|
| Language: | English |
| Authors: | Butler, Aaron James (ORCID |
| Source: | Online Submission. 2018Ph.D. Dissertation, Indiana University. |
| Peer Reviewed: | N |
| Page Count: | 212 |
| Publication Date: | 2018 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Alternative Teacher Certification, Outcomes of Education, Instructional Effectiveness, Educational Assessment, College Entrance Examinations, High School Students, Preservice Teacher Education, Teacher Education Programs, Program Effectiveness, Academic Achievement, Teacher Competencies, Comparative Analysis |
| Geographic Terms: | Kentucky |
| Assessment and Survey Identifiers: | ACT Assessment |
| Abstract: | Alternative teacher certification has emerged in the past two decades as one policy state leaders can leverage to recruit and prepare high-quality teachers to meet demands that are unique to their student populations. Indeed, in specific circumstances such as addressing teacher shortages, alternative teacher certification can be viewed as an important aspect of a state's overall human capital management strategy. While a growing body of research has emerged examining the impact of alternatively certified teachers on student achievement, few economists and policy scholars have substantially investigated the relative effectiveness of alternative certification pathways within a state licensure framework. This quantitative research study broadens the field's understanding of alternative certification by examining the impact of classroom teachers who received their certification from one of eight different alternative certification pathways available in the Commonwealth of Kentucky. Specifically, the study considers the impact these teachers have on high school student achievement in mathematics and reading as measured by the ACT. Using administrative data from the Kentucky Center for Education and Workforce Statistics (KCEWS) for academic year 2013-2014 and a propensity score matching method to estimate teacher effects, this study found both positive and negative effects of classroom teachers on student achievement in mathematics and reading. More importantly, the study discovered that these effects differed by the teachers' alternative certification pathway. Teachers who received their certification from an accredited university-based alternative teacher certification program generally outperformed other alternatively certified teachers in the Commonwealth. In fact, alternatively certified teachers trained through a university-based program were the only alternatively certified teachers to positively impact student achievement in both mathematics and reading when controlling for teacher experience. Taken together, findings from this study offer important implications for the ways in which the Commonwealth certifies alternative certification program providers, establishes expectations for program delivery, and evaluates programs during regular program accreditation cycles. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED628274 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED628274 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED628274 AccessLevel: 3 PubType: Dissertation/ Thesis PubTypeId: dissertation PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Different Pathways, Different Impacts: Examining How Alternative Certification Pathways Influence Student Achievement in Kentucky – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butler%2C+Aaron+James%22">Butler, Aaron James</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0433-3083">0000-0003-0433-3083</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2018Ph.D. Dissertation, Indiana University. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 212 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Dissertations/Theses - Doctoral Dissertations – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Kentucky%22">Kentucky</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22ACT+Assessment%22">ACT Assessment</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Alternative teacher certification has emerged in the past two decades as one policy state leaders can leverage to recruit and prepare high-quality teachers to meet demands that are unique to their student populations. Indeed, in specific circumstances such as addressing teacher shortages, alternative teacher certification can be viewed as an important aspect of a state's overall human capital management strategy. While a growing body of research has emerged examining the impact of alternatively certified teachers on student achievement, few economists and policy scholars have substantially investigated the relative effectiveness of alternative certification pathways within a state licensure framework. This quantitative research study broadens the field's understanding of alternative certification by examining the impact of classroom teachers who received their certification from one of eight different alternative certification pathways available in the Commonwealth of Kentucky. Specifically, the study considers the impact these teachers have on high school student achievement in mathematics and reading as measured by the ACT. Using administrative data from the Kentucky Center for Education and Workforce Statistics (KCEWS) for academic year 2013-2014 and a propensity score matching method to estimate teacher effects, this study found both positive and negative effects of classroom teachers on student achievement in mathematics and reading. More importantly, the study discovered that these effects differed by the teachers' alternative certification pathway. Teachers who received their certification from an accredited university-based alternative teacher certification program generally outperformed other alternatively certified teachers in the Commonwealth. In fact, alternatively certified teachers trained through a university-based program were the only alternatively certified teachers to positively impact student achievement in both mathematics and reading when controlling for teacher experience. Taken together, findings from this study offer important implications for the ways in which the Commonwealth certifies alternative certification program providers, establishes expectations for program delivery, and evaluates programs during regular program accreditation cycles. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2023 – Name: AN Label: Accession Number Group: ID Data: ED628274 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED628274 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 212 Subjects: – SubjectFull: Alternative Teacher Certification Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Educational Assessment Type: general – SubjectFull: College Entrance Examinations Type: general – SubjectFull: High School Students Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Teacher Education Programs Type: general – SubjectFull: Program Effectiveness Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Teacher Competencies Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: Kentucky Type: general – SubjectFull: ACT Assessment Type: general Titles: – TitleFull: Different Pathways, Different Impacts: Examining How Alternative Certification Pathways Influence Student Achievement in Kentucky Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler, Aaron James IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2018 Titles: – TitleFull: Online Submission Type: main |
| ResultId | 1 |
