An Empirical Study of National Board Certification and Teaching Effectiveness

• In Event: 33.080 - Poster Session 6
  In Poster Session: 33.080-4 - Policies for Improving Teacher and Leadership Effectiveness

Abstract

This study uses student data Kentucky and Chicago Public Schools to examine three different modeling frameworks that measure the effect of National Board Certification on student test scores. We also use classroom observations of teachers examine the quality of instructional practices of National Board applicants and non-applicants and whether teachers’ instructional practices change over time. We find evidence that National Board certification is an effective signal of teacher quality, based on student test scores and teachers’ instructional ratings. We also find some evidence that the certification process successfully screens applicants based on their effectiveness. But we were unable to find evidence that the certification process itself enhances the instructional quality or effectiveness of teachers who choose to go through it.

Authors

• Linda Cavalluzzo, CNA Education

• Lauren Sartain, Consortium on Chicago School Research At The University of Chicago

• Christine Mokher, CNA

• Thomas M. Geraghty, CNA

• Lisa Barrow, Federal Reserve Bank of Chicago