Student Math Achievement and Out-of-Field Teaching


Student Math Achievement and Out-of-Field Teaching

Issue/Topic: Curriculum--Mathematics; Teaching Quality--Certification and Licensure--Assignment
Author(s):
Organization(s):
Publication: Educational Researcher
Published On: 10/1/2013

Background:
National-level evidence regarding teacher qualifications comes primarily from the National Center for Education Statistics' (NCES's) quadrennial survey of teachers--the Schools and Staffing Survey (SASS). However, SASS has limitations in design and scope. It supports estimates around multiple grades, rather than specific grades. It contains only student demographic data at the school level which hinders direct comparisons of teacher qualifications.

Purpose:
To investigate the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics' High School Longitudinal Study of 2009 (HSLS:09). To show how HSLS:09 can be used to analyze the distribution of qualified teachers in mathematics.

Findings/Results:

Policy Implications/Recommendations:

Research Design:
Descriptive analysis. Researchers examined the qualifications of ninth-grade math teachers, as represented by their responses to questions about certification and college majors, against students' algebra achievement.

Population/Participants/Subjects:
Nationally representative sample of ninth-graders

Year data is from:
2009

Setting:
National

Data Collection and Analysis:
Used data from the NCES High School Longitudinal Study of 2009 (HSLS:09) and compared that to NCES' quadrennial survey of teachers, the Schools and Staffing Survey (SASS).

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