Education Week - April 1, 2015 - 6

New Studies Affirm Impact of Board-Certified Teachers
Policy implications
of research weighed
By Stephen Sawchuk
The evidence continues to mount
that teachers who earn nationalboard
certification are more effective
than other teachers, both at the
high school and elementary levels.
Two recently released studies
show higher test scores by students
who are taught by board-certified
teachers. The findings are in line
with previous research.
That's a boon for the National
Board for Professional Teaching
Standards, the group that runs the
certification program. Its president,
Ronald Thorpe, has been making
the case that, as in other professions,
board certification should be
the aspiration-indeed, a professional
norm-of the nation's 3.5
million teachers, rather than an
exception.
"There definitely seems to be a
predictable trend that when you
have teachers who have this understanding
about their job, this depth
of their knowledge, their skills set,
they get these results and they're
replicable," Mr. Thorpe said.
Candidates seeking board certification
must take a series of assessments
in content and pedagogy,
including submitting videotape documenting
their teaching skills. The
process takes an estimated 200 to
400 hours, sometimes over the course
of several years, and costs $1,900.
There are currently about 110,000
board-certified teachers in the
United States.
Hoping to drum up numbers,
the nbpts has taken steps to make
the certification process easier and
cheaper to negotiate. It's currently
piloting a leaner set of exams,
though board officials insist they
will maintain the same validity.
An Effective 'Signal'
The first study, funded by the
nbpts and conducted by the Arlington,
Va.-based cna Analysis and Solutions,
is based on the analysis of
scores of thousands of Chicago and
Kentucky secondary students between
2000 and 2012 linked to their
teachers-an important addition
to the research, because most prior
studies have been based in Florida
and North Carolina and focused on
the lower grades.
In addition to looking at student
performance on an act suite of assessments,
the researchers also observed
a subsample of teachers pursuing
board certification and used a
common framework to track growth
in their abilities.
In all, the study found that
board certification served as an
effective "signal" of teacher quality,
with students taught by those
teachers doing better than students
not taught by them, controlling
for a variety of background
characteristics.
A second study released last
month, by James Cowan and Dan
Goldhaber, both of the Center for
Education Data & Research at the
University of Washington Bothell,
looked at the test scores of students
taught by elementary and middle
school teachers in Washington state;
it found similar results to those of
the cna study.
The overall effect sizes of holding
the certification were fairly small,
across the two studies, but they
were statistically significant.
One new wrinkle surfaced by the
University of Washington researchers
had to do with the board's policy
of allowing teachers who don't initially
achieve certification to retake
the elements that tripped them up.
Researchers found that, except in
middle school math, those teachers'
performance, even after they obtained
certification, was statistically
indistinguishable from teachers who
never sat for the exams.
"To me, that suggests that the
signal of being board-certified is not
as strong for those who fail the first
time. Maybe it's because you can
bank your scores," Mr. Goldhaber
said. "I think it's an important result
for them to consider."
So far, the nbpts does not have
plans to revisit its retake policies,
officials said.
Obliquely, the studies also underscore
how challenging it may be for
the more than 25-year-old organization
to incite education leaders to
build policy off the positive findings.
All else being equal, board certification
matters-but there are far fewer
proof points on the best way to use it
as a lever to improve teacher quality
more widely, the researchers note.
Neither study found definitive evidence
that going through the boardcertification
process itself improved
teachers' skills, meaning that good
teachers may just be more likely
to choose to pursue certification.
And while data from nbpts suggest
board-certified teachers are taking
leadership roles in schools, most of
those transitions seem to be the result
of informal rather than strategic
decisions.
The cna analysis postulated that
districts and states might do better
by attaching the certification more
formally to teacher-quality structures
than they currently are.
"For example, school systems
could use National Board certification
as a gatekeeper for tenure,
implemented at a later point in the
teaching career path than the criteria
most school systems currently
use for those decisions," its authors
suggest.
National-board leaders said they
are eager for more schools and
order your copy froM EducaTIOn WEEk PrEss
Out of the
Trenches.
Into the Future.
Author Gary Marx explores
the 21 Trends impacting
education and our future.
www.edweek.org/go/21Trends
6 | EDUCATION WEEK | April 1, 2015 | www.edweek.org
districts to reach a critical mass
of board-certified teachers, which
would set the stage for policymakers
to embrace such policy ideas.
"The numbers are so paltry," Mr.
Thorpe said. "There is some num"
There
definitely seems
to be a predictable
trend that when
you have teachers
who have this
understanding about
their job, this depth of
their knowledge, their
skills set, they get
these results and
they're replicable."
RONALD THORPE
President, National Board for
Professional Teaching Standards
ber out there and when you hit that
number, something changes in the
whole way the school functions with
kids, and it shows up in their learning
and their achievement."
Incentives Matter
Some new research also suggests
a promising, if costly way, to help
boost the number of board-certified
teachers in low-income schools,
which have tended to have fewer
teachers holding the credential.
A second study by Mr. Goldhaber
and Mr. Cowan, for example, looked
at a Washington state bonus program
in effect since 2007 that was
designed to encourage board-certified
teachers to work in high-poverty
schools. The program paid out up
to $5,000 to the teachers in those
schools who became certified.
The quasi-experimental study
compared the staffing outcomes of
schools eligible for the bonuses with
those schools that fell just below the
eligibility threshold for awarding
the bonuses.
The bonus did help boost the number
of board-certified teachers in the
participating high-poverty schools
by about 2 to 3 percent over the
first year of implemenation, both by
helping the schools recruit more of
those teachers up front, and increasing
the probability that teachers at
the bonus-eligible schools decided to
pursue certification, the study found.
The two cedr papers were partly
funded by the Bill & Melinda Gates
Foundation, which also provided
$3.7 million in grants to help the
nbpts tighten its certification process.
(The philanthropy also helps
support Education Week's coverage
of the implementation of collegeand
career-ready standards.)
21
TRENDS
21st Century
for
the
Out of the Trenches
and into the Future
By Gary Marx
http://www.edweek.org/go/21Trends http://www.edweek.org/go/21Trends http://www.edweek.org

Education Week - April 1, 2015

Table of Contents for the Digital Edition of Education Week - April 1, 2015

K-12 Law’s Legacy Blend of Idealism, Policy Tensions
Testing Security Prompts Scrutiny Of Social Media
Virtual Spec. Ed. Is Evolving Option
Turnover at Top Can Leave Funders Wary
Education Week - April 1, 2015
News in Brief
Report Roundup
New Studies Affirm Impact of Board-Certified Teachers
Blogs of the Week
Honored Educator Decries Current Climate for Teaching
‘Opt-Out’ Push Sparks Queries For Guidance
Texas Lawmakers Wrangle A Herd of Education Measures
A View From the Top As the Policy Clock Ticks
Blogs of the Week
TYRONE HOWARD: Decriminalizing School Discipline: Why Black Males Matter
THE ESEA AT 50: Perspectives From the Archives
REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Letters
TopSchoolJobs Recruitment Marketplace
MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - Education Week - April 1, 2015
Education Week - April 1, 2015 - 2
Education Week - April 1, 2015 - 3
Education Week - April 1, 2015 - News in Brief
Education Week - April 1, 2015 - Report Roundup
Education Week - April 1, 2015 - New Studies Affirm Impact of Board-Certified Teachers
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - Honored Educator Decries Current Climate for Teaching
Education Week - April 1, 2015 - 9
Education Week - April 1, 2015 - 10
Education Week - April 1, 2015 - 11
Education Week - April 1, 2015 - 12
Education Week - April 1, 2015 - 13
Education Week - April 1, 2015 - 14
Education Week - April 1, 2015 - Texas Lawmakers Wrangle A Herd of Education Measures
Education Week - April 1, 2015 - Blogs of the Week
Education Week - April 1, 2015 - 17
Education Week - April 1, 2015 - 18
Education Week - April 1, 2015 - 19
Education Week - April 1, 2015 - 20
Education Week - April 1, 2015 - 21
Education Week - April 1, 2015 - 22
Education Week - April 1, 2015 - 23
Education Week - April 1, 2015 - THE ESEA AT 50: Perspectives From the Archives
Education Week - April 1, 2015 - REBECCA GIVENS ROLLAND: The Ticking Clock of American Education
Education Week - April 1, 2015 - Letters
Education Week - April 1, 2015 - 27
Education Week - April 1, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - April 1, 2015 - 29
Education Week - April 1, 2015 - 30
Education Week - April 1, 2015 - 31
Education Week - April 1, 2015 - MARILYN BURNS: What Reading Instruction Can Teach Us About Math Instruction
Education Week - April 1, 2015 - CT1
Education Week - April 1, 2015 - CT2
Education Week - April 1, 2015 - CT3
Education Week - April 1, 2015 - CT4
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