The Effects of Traditional Certification on Elementary Students’ Reading Achievement

• In Event: Achieving Certification: Factors That Impact Success and Potential Outcomes

Abstract

In this study, we use propensity score matching techniques to examine the effects of teacher certification on student achievement by comparing teachers with traditional and alternative certifications using national data from the Early Childhood Longitudinal Survey-Kindergarten Cohort (ECLS-K). We find that there is a substantial difference in third grade reading achievement between matched students taught by a traditionally certified teacher and those taught by alternatively certified teachers. The study has broad implications for state certification policy and teacher hiring practices.

Authors

• John M. Weathers, Lehigh University

• Hsien-Yuan Hsu, National Taiwan Normal University

• Melissa Tran, University of Colorado - Colorado Springs