The effect of teacher certification and task level on mathematics achievement

In this study it was hypothesized that the degree of content area preparation of seventh grade mathematics teachers would differentially effect student performance as a function of the level of the mathematics tasks used to assess that performance. More specifically, students of high MATHPREP teachers were hypothesized to outperform those of low MATHPREP teachers on the higher level tasks. The sample consisted of over 9000 seventh grade students from 33 matched pairs of schools whose teachers differed on level of mathematics preparation. Aggregate measures of achievement for the students at each school on test items representing three ordered levels of thinking were obtained. The primary hypothesis was addressed using a single df interaction contrast and produced a statistically and practically significant result in the hypothesized direction. Implications for teacher preparation and the hiring practices of school administrators are considered.