Teacher Qualifications and Ninth-Grade Student Math Achievement: What Makes a Difference and for Whom? (Poster 35)

• In Event: AERA Virtual Poster Session 9
  In Poster Session: Teaching, Teacher Preparation, and Teacher Professional Development in the Content Areas: A Poster Session

Abstract

Previous research on teacher quality has shown that over the past 20 years, the proportion of out-of-field teachers across STEM increased. Findings also showed that during this same time, students are increasingly being assigned to less qualified teachers. This study examined how student algebraic achievement in 9th grade varies based on the qualifications of their assigned math teacher based on their certification, postsecondary degree, and their self-efficacy to teach math. The results of the ANCOVA indicate significant main effects for all three factors and significant interaction effects for all pairs of factors. These results suggest that teacher certification and postsecondary degree had significant and varying effects on student algebraic achievement across self-efficacy.

Authors

• Janie Hill, University of Arkansas at Little Rock

• Amanda L. Nolen, Georgia Institute of Technology

• Lundon Pinneo, University of Arkansas at Little Rock