Teacher Qualification and the Achievement Gap in Early Primary Grades
Fuente:
Redalyc
Saved in:
| Main Author: | |
|---|---|
| Format: | Artículo científico |
| Language: | en |
| Published: |
Arizona State University
2009
|
| Subjects: | |
| Online Access: | |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1876477744309600256 |
|---|---|
| author | Donald Easton-Brooks |
| author_facet | Donald Easton-Brooks |
| contents | Teacher Qualification and the Achievement Gap in Early Primary Grades Donald Easton-Brooks Alan Davis Educación value added reading student achievement Teacher certification Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades. 2009 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275019727015 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.17 |
| format | Artículo científico |
| id | redalyc_275019727015 |
| institution | Redalyc |
| language | en |
| publishDate | 2009 |
| publisher | Arizona State University |
| spellingShingle | Teacher Qualification and the Achievement Gap in Early Primary Grades Donald Easton-Brooks Educación value added reading student achievement Teacher certification Teacher Qualification and the Achievement Gap in Early Primary Grades Donald Easton-Brooks Alan Davis Educación value added reading student achievement Teacher certification Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades. 2009 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275019727015 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.17 |
| title | Teacher Qualification and the Achievement Gap in Early Primary Grades |
| topic | Educación value added reading student achievement Teacher certification |
| url | https://www.redalyc.org/articulo.oa?id=275019727015 |