Does science teacher certification matter? A closer look at first‐year science teacher impacts on student outcomes in Texas

Abstract

AbstractThis study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH‐ERC). The UH‐ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle‐to‐workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end‐of‐course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.