Eighth Grade Science Teacher Quality Variables and Student Achievement

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While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and ... continued below

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ix, 185 p.

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Harp, Amy December 2010.

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  • Harp, Amy

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While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science content and pedagogical course semester credit hours, grade point average for science content and pedagogical coursework) on student achievement using the eighth grade Science TAKS. The primary dependent variables were students' five objective scores and their overall scores on the eighth grade Science TAKS examination. The sample was 44 eighth grade science teachers and 4,119 students in Texas public schools. Multiple linear regression models enabled examinations of the relationships between teacher quality variables and student achievement. No significant relationships between the variables were found. Small effect sizes for the beta weights and structure coefficients occurred between teachers' science credit hours and TAKS objectives to explain 20% of the variance for TAKS Living Systems and the Environment, 39% of the variance for TAKS Structures and Properties of Matter, and 21% of the variance for TAKS Earth and Space Systems. Teacher experience accounted for 24% of the variance with TAKS Structures and Properties of Matter, and pedagogical credit hours explained 30% of the variance with TAKS Motion, Forces, and Energy. Science GPA explained 31% of the variance for the TAKS Earth and Space Systems objective. Policy makers should examine NCLB assumptions about teacher content knowledge as a significant indicator of teacher effectiveness via student achievement on standardized tests. While measuring content knowledge provides a simple, efficient, and cost effective form of accountability, the small effect size indicated other factors, including teaching practice, need investigation.

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ix, 185 p.

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  • December 2010

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  • May 4, 2011, 1:11 p.m.

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  • June 23, 2011, 4:55 p.m.

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Harp, Amy. Eighth Grade Science Teacher Quality Variables and Student Achievement, dissertation, December 2010; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc33159/: accessed August 17, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .