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latest research on National Board Certification?

What's the latest research on National Board Certification, with respect to teacher quality and/or student outcomes? We've been doing extensive reviews, and have everything on this list and a lot more: https://www.nbpts.org/research/

However, it was recently mentioned to us that there was a "new study with promising results" but we've been unable to track it down. Is there work more recent than the 2017 Mississippi study? The more causal the better, although it's also possible/likely that this "new study" is a descriptive one. Unfortunately we don't have more information than that.

Dara Shaw

Hi Dara,

I looked over the research cited in the link you sent and it looks pretty comprehensive to me. The one journal article I’ve seen that wasn’t on your list is by Horoi and Bhai (https://onlinelibrary.wiley.com/doi/full/10.1111/ecin.12525) , it uses data from NC and finds positive NBPTS effects. You also might look at a new working paper that you can get here: https://eric.ed.gov/?id=ED572969.

 I’m not totally sure what you mean by “[T]he more causal the better”, but I can imagine two ways in which people are interested in causality. One is to be sure that it’s a causal relationship between assignment of students to NBPTS teachers and increased achievement (as opposed to the possibility that students who are likely to achieve larger test score gains tend to disproportionately get assigned to NBPTS teachers). I feel pretty good that the value-added studies do a good job accounting for this type of classroom assignment, but I also think there may be a randomized control trial going on that tests this more explicitly. I’d suggest that you reach out to David Manzeske at AIR (dmanzeske@air.org), he is, I believe, involved with the RCT (see https://ies.ed.gov/funding/grantsearch/details.asp?ID=2074).

 A second type of causality that people are often interested in is whether becoming NBPTS certified makes you a better teacher, i.e. participation in the NPBTS process improves teachers (rather than NBPTS just identifying which teachers are more effective). I have not seen any good evidence suggesting that the NBPTS process leads to teacher improvement. And the distinction between identification of effective teachers versus improvement of teachers is, of course, really important for a variety of public policy decisions.

I hope that helps (and feel free to give me a call if you want to talk about any of the above).