Teacher Qualification and the Achievement Gap in Early Primary Grades

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This article examines the relationship of the qualification requirement of the No Child Left Behind Act to the goal of reducing the academic achievement gap.

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16 p.

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Easton-Brooks, Donald & Davis, Alan August 10, 2009.

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This article is part of the collection entitled: UNT Scholarly Works and was provided by UNT College of Education to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 22 times , with 4 in the last month . More information about this article can be viewed below.

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This article examines the relationship of the qualification requirement of the No Child Left Behind Act to the goal of reducing the academic achievement gap.

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16 p.

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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.

Resumen: El articulo I de la ley No Child Left Behind (PL 107-110, 115 Stat. 1245, 2002) demanda que las escuelas asuman responsabilidades para reducir la brecha en los rendimientos académicos entre los diferentes grupos étnicos y además exige que los docentes de escuelas primarias tengan por lo menos una licenciatura y un certificación del Estado para enseñar. El objetivo de este estudio es examinar la relación entre el requerimiento de formación de NCLB con el objetivo de reducir la brecha de rendimiento académico. Este estudio encontró que estudiantes que tuvieron docentes con certificación durante la mayor parte de sus estudios tuvieron mejores resultados en los exámenes de lectura en comparación a estudiantes que no tuvieron un docente con certificaciones. Además, la certificación se asoció con una ligera reducción en la brecha de los resultados académicos de los estudiantes africano-americanos y europeo-americanos en los grados iniciales de la escuela primaria

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  • Education Policy Analysis Archives, 2009. Tempe, Arizona: Arizona State University Mary Lou Fulton Teachers College and University of South Florida

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  • Publication Title: Education Policy Analysis Archives
  • Volume: 17
  • Issue: 15
  • Page Start: 1
  • Page End: 16

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  • August 10, 2009

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  • Aug. 8, 2018, 8:27 a.m.

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Easton-Brooks, Donald & Davis, Alan. Teacher Qualification and the Achievement Gap in Early Primary Grades, article, August 10, 2009; Tempe, Arizona. (https://digital.library.unt.edu/ark:/67531/metadc1225788/: accessed March 25, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; crediting UNT College of Education.