Skip to main content
Article
Teacher Qualification and the Achievement Gap in Early Primary Grades
Educational Psychology Faculty Publications
  • Donald Easton-Brooks, University of North Texas
  • Alan Davis, School of Education and Human Development at the University of Colorado Denver
Document Type
Article
Publication Date
1-1-2009
Abstract

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. Keywords: teacher certification; teacher qualifications; student achievement; reading; value-added; Early Childhood Longitudinal Study.

Comments

This article was obtained from

Education Policy Analysis Archives (Archivos Analíticos de Políticas Educativas)

Citation Information
Easton-Brooks, D. & Davis, A. (2009). Teacher qualification and the achievement gap in early primary grades. Education Policy Analysis Archives, 17(15). Retrieved [date] from http://epaa.asu.edu/epaa/v17n15/.