Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science

• Main Author: George, Anna Ray Bayless
• Other Authors: Mason, Diana
• Format: Others
• Language: English
• Published: University of North Texas 2012
• Subjects: Teacher preparation; science education; teacher certification
• Online Access: https://digital.library.unt.edu/ark:/67531/metadc149592/

A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public records request to the Texas Education Agency (TEA) and the State Board for Educator Certification (SBEC). Analysis was performed through the use of canonical correlation analysis and multiple linear regression analysis. The results of the multiple linear regression analysis indicate that a larger percentage of students met the passing standard on the Science TAKS state attended schools in which a large portion of the high school science teachers held post baccalaureate degrees, elementary and physical science certifications, and had 11-20 years of teaching experience.