The purpose of the current study is to provide evidence of the possible repercussions of different teacher certification pathways on
student achievement that can inform policy in order to improve the instruction students receive. In the current context of accountability, and
with a teacher's effectiveness often defined by his or her students' test scores, policies should be based on empirical evidence, and not just
political or ideological perspectives (Cochran-Smith et al., 2012). I used a hierarchical linear model (HLM) to investigate the relationship
between teachers' pathway to certification, experience, and effectiveness for fourth through eighth grade English Language Arts (ELA) and math
teachers who received a certification to teach in the state of Florida and taught at only one school in the 2016-17 school year. All data were
retrieved from FDOE. The study included 4,967 math teachers and 3,567 ELA teachers. Effectiveness was based on a Value-added model (VAM) score.
The ELA and math VAM scores used in this analysis include the same predictor variables as those used by the Florida Department of Education
(FDOE). However, this analysis used a one-year aggregate score, while FDOE provides a suggested VAM category based on a three-year aggregate
score and standard errors. The one-year aggregate was best suited for the current analysis because it standardizes the amount of years included
for beginning and experienced teachers (the three-year aggregate can include anywhere from one to three years of teaching), and it allows
teachers who have switched schools within the past three years to be included in the model. The analysis controlled for experience, the
percentage of courses taught infield, and the number of general knowledge Florida Teacher Certification Exam (FTCE) and subject specific FTCE
tests taken before passing at the teacher level, and school grades at the school level. No significant differences in teacher effectiveness in
math were found for the different pathways. In ELA, however, there was a significant interaction between certification pathway and experience.
Completers of District Professional Development Certification Programs (PDCP) were found to be more effective in ELA in their first three years
of teaching than completers of the traditional Initial Teacher Preparation (ITP) programs or Educator Preparation Institute (EPI) programs.
Findings provide evidence that allowing for alternative pathways to certification increases the number of effective teachers entering the
workforce. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial
fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / October 26, 2018. / certification, education, effectiveness, pathway, preparation, teacher / Includes bibliographical references. / Alysia D. Roehrig, Professor Directing Dissertation; Elizabeth M. Jakubowski, University Representative;
Jeannine E. Turner, Committee Member; Qian Zhang, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_661128 |
| Contributors | Christesen, Eric M. (author), Roehrig, Alysia D., 1975- (professor directing dissertation), Jakubowski, Elizabeth M. (university representative), Turner, Jeannine E (committee member), Zhang, Qian (committee member), Florida State University (degree granting institution), College of Education (degree granting college), Department of Educational Psychology and Learning Systems (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (81 pages), computer, application/pdf |
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