Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Grace, Cathy

Committee Member

Hare, Dwight

Committee Member

Swafford, Jeanne

Committee Member

Davis, Louise

Committee Member

Thompson, Nicole

Date of Degree

5-13-2006

Document Type

Dissertation - Open Access

Major

Curriculum and Instruction

Degree Name

Doctor of Philosophy

College

College of Education

Department

Department of Curriculum and Instruction

Abstract

The purpose of this study was to determine if there was a statistically significant difference between the MCT scores (reading, math, and language arts) of two groups of students (those taught by a NBCT and those who were not), and if there was a difference, how those differences can be explained based on selected teacher demographic data (endorsement area of certification, sex, age, race, highest degree received, years of experience, and National Board Certification status). Teachers? National Board Certification (NBC) status and age were identified as variables that contribute to the difference in the reading, language arts, and math Mississippi Curriculum Test (MCT) scores. Students who were taught by National Board Certified Teachers (NBCTs) are more likely to have higher reading and language arts standardized test scores than students who were taught by non-NBCTs. While researchers have also concluded that teachers? years of experience, endorsement area (s), and highest degree received play a vital role in the differences found in students? achievement, this study did not confirm those findings. The results of this study, however, indicated that teachers whose ages ranged from 41-50 tend to have higher reading, language arts, and math MCT scores. The majority of teachers in this age group were NBCTs.

URI

https://hdl.handle.net/11668/17304

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