Title:
THE IMPACT OF NATIONAL BOARD CERTIFICATION, ADVANCED DEGREE, AND TEACHING EXPERIENCE ON READING ACHIEVEMENT OF SECOND AND THIRD GRADE STUDENTS

Authors:
Dr. Jannifer H. Sykes

Abstract:
The purpose of this paper is to examine the relationship between second and third grade students’ reading levels and proficiency scores and their teachers’ National Board Certification status. A quantitative correlation design was chosen to address the problem through an examination of the North Carolina reading diagnostic test results of elementary second and third grade students. The analysis included a series of ordinal regressions with either proficiency scores or reading levels as the responses and combinations of teacher certification and years of experience as the predictors. School was factored in as a random effect. Results showed a teacher’s years of experience combined with an advanced degree and certification status were significant. The overall results revealed the teacher’s school played a significant role as a random effect and when the school was significant, National Board Certification had a significant effect on reading levels. Advanced degree status teachers showed a significant effect with reading levels, using schools as the random effect, but showed a slight significance in proficiency scores. This research could be extended to more subjects, such as math, to determine whether similar trends exist. Overall, results of this study revealed some substantial correlations.

Keywords:
National Board Certification, Advanced Degree certification, Teacher Years of Experience, No Child Left Behind, Reading 3D, TRC Cutpoints, TRC Proficiency Level Scores

DOI:
http://dx.doi.org/10.37500/IJESSR.2022.5105