Alternative Routes: The Effects of Alternative Teacher Certifications on Classroom Learning Environments

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 1
  In Roundtable Session: Educator Shortages: Understanding the Prevalence, Causes, and Policy Solutions (Table 12)

Abstract

This study uses High School Longitudinal Study data of 2009 to examine the effects of alternative teacher certifications on classroom learning environments. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. We find that, on average, there is no significant difference in classroom learning environments between alternatively certified teachers and traditionally certified teachers. However, alternatively certified math teachers are less effective in enhancing some aspect of positive classroom learning environments, such as making subjects interesting and easy. Our findings enrich the ongoing conversation on teacher certification pathways and teaching effectiveness by providing empirical evidence on the effects of alternative certifications on classroom learning environments in STEM fields.

Authors

• NaYoung Hwang, University of New Hampshire

• Christopher Redding, University of Florida