National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment, December 2008

This study examined whether having a teacher with National Board for Professional Teaching Standards (NBPTS) certification improves student achievement.

The study analyzed data on about 3,800 second through fifth grade students taught by 198 teachers in the Los Angeles Unified School District. Study data were from 2003–04 and 2004–05.

The study found no statistically significant differences between the math and language arts test scores of students assigned to NBPTS-certified teachers and those assigned to teachers who did not apply for NBPTS certification.

excerpted from WWC Quick Review of the Report “National Board Certification and Teacher Effectiveness: Evidence from a Random Assignment Experiment” 

Citation:
Cantrell, S., Fullerton, J., Kane, T. J., & Staiger, D. O. (2008). National board certification and teacher effectiveness: Evidence from a random assignment experiment (NBER Working Paper 14608). Cambridge, MA: National Bureau of Economic Research.

go to the website:  http://www.nber.org/papers/w14608.pdf