The relationship between of teacher quality, student gender, ethnicity, social economic status, and student performance in math, language arts and science.

• In Event: Roundtable Session (Tuesday I)
  In Refereed Round-Table Session: UREAG Round-Table

Proposal

The relationship between of teacher quality, student gender, ethnicity, social economic status, and student performance in math, language arts and science.

Purpose of the study:

This study examined whether middle schoolteacher certification in math, language arts and science matters make difference in the academic achievement of students’ student performance.
The quantitative study addressed this issue by determining if there is a correlation between teacher certification and improved student performance on the New Jersey grade eight proficiency assessment (GEPA) standardized eighth grade state test. Teacher certification data was obtained from the New Jersey Department of Education Web site.
The research questions that were investigated were as follows:
1. When student and school variables are controlled for, do teacher variables such as percentage of highly qualified teachers, show a statistically significant correlation with student performance on GEPA? (main research question)
2. To what extent student gender, ethnicity, and economics, and students’ eligible or free or reduced school meals, show a statistically significant correlation with student performance on GEPA?
3. When student variables are controlled for, do school variables such as DFG show a statistically significant correlation with student performance on GEPA?
4. Which among variables are the strongest predictors of student performance on GEPA?

The source of data for this study was from a cross-section of schools from the New Jersey Department of Education’s report card on schools, as well as other relevant data on the department’s Web site. The data included an individual school’s student information (e.g., NJ gender, ethnicity, economics), school environment (District Factor Group – DFG), GEPA test scores, and percentage of highly qualified teachers in core subjects.
Multiple stepwise regression was used to analyze the data. Multiple stepwise regression enabled the researchers to explore the best model and best predictors of GEPA scores. Stepwise regression is defined as an incremental approach to multiple regression where the order of entry of the predictor variables is determined statistically. A linear relationship between the dependent variable (NJ GEPA test scores) and many possible predictor variables such as school, student, and teacher variables were examined using multiple stepwise regression.

Review of Findings and Interpretation
The consistent predictors of student academic performance at the Partially Proficient level in Math, Language and Science were DFG (school variable), Black, White, Male, Non-economic – economically disadvantaged (student variables), and percentage of highly qualified Teachers (teacher variable). These predictor variables were statistically significant in most models.
The best predictors of student academic performance at the Proficient level in Math, Language and Science were DFG (school variable), Black, White, Non-economic, economic (student variables), and percentage of highly qualified teachers (teacher variable). These predictor variables were statistically significant in several models.
The best predictors of student academic performance at the Advance Proficient level in Math, Language and Science were DFG (school variable), Black, White, Asian, Male, Female, non-economic, economic (student variables), and percentage of highly qualified teachers (teacher variable). These predictor variables were statistically significant.

Conclusions
The results of the study is consistent with the literature that indicates the strong relationship poverty and student achievement. Indeed, youth with poor schools that teach the poor students suffer the most. On the hand, America’s high economic standing is not negatively affected by the devastating condition of our public schools. Scholar such Darling-Hammond has documented the impact of lack of high quality teachers, inequity of school funding and poor facilities (Darling-Hammond ( 2010, 2015, 2014, 2017) In addition, “ Black students, boys, and students with disabilities were disproportionately disciplined (e.g., suspensions and expulsions) in K-12 public schools, according to GAO's analysis of Department of Education . For example, Black students accounted for 15.5 percent of all public school students, but represented about 39 percent of students suspended from school—an overrepresentation of about 23 percentage points (https://www.gao.gov/products/GAO-18-258)

Authors

• Abdi Gass, Golis University

• Mohamed A. Nur-Awaleh, Illinois State University

• John Rugutt, Illinois State University