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An Examination of the Impact of Student Characteristics and Teacher Experience and Preparation Program Attended on Student Achievement in a Small School District

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Date Issued:
2013
Abstract/Description:
Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.
Title: An Examination of the Impact of Student Characteristics and Teacher Experience and Preparation Program Attended on Student Achievement in a Small School District.
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Name(s): Oneal, Michael, Author
Hines, Rebecca, Committee Chair
Hahs-Vaughn, Debbie, Committee CoChair
Cross, Lee, Committee Member
Reyes-Macpherson, Maria, Committee Member
Hahs-Vaughn, Debbie, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2013
Publisher: University of Central Florida
Language(s): English
Abstract/Description: Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.
Identifier: CFE0004904 (IID), ucf:49678 (fedora)
Note(s): 2013-08-01
Ph.D.
Education, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Special Education -- Student Outcomes -- Multi-Level Modeling
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0004904
Restrictions on Access: public 2013-08-15
Host Institution: UCF

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