Does Advanced Degree Matter? A Multiphase Mixed Methods to Examine Teacher’s Obtainment of Advanced Degree and Its Impact on Student Growth and Schools

Proposal Track

Research Project

Session Format

Presentation

Abstract

Research has shown that students who have a teacher with strong rather than weak credentials would offset the adverse effect of racial and socio-economic differences. However, according to the brief report by Center for Education Compensation Reform (Prince et al., 2011), mixed results have been found with regards to the relationship between teachers with advanced degrees and student performance. In this study, we used an explanatory sequential mixed methods design to examine the effects of teacher obtainment of advanced degrees with the following two research questions:

  1. In the historical data, are there any significant differences in student academic growth (in math and reading) between teachers with or without advanced degrees?
  2. What impact do teachers’ obtainment of advanced degrees have in other areas besides student achievement?

The present study was conducted within a Title I school in the southeastern US with data including standardized student achievement scores (n=800+), and teacher degree information. Four teachers and two school leaders were interviewed. Differences were found in students’ academic achievement of a group of 7 math teachers with advanced degrees in grades 6th-8th. The qualitative explanatory portion of the study also underscores that advanced degrees help teachers excel in their professional performance.

Keywords

Advanced Degree, Student Achievement Growth, Teacher Credential, Explanatory Sequential Mixed Method

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Oct 5th, 10:30 AM Oct 5th, 12:15 PM

Does Advanced Degree Matter? A Multiphase Mixed Methods to Examine Teacher’s Obtainment of Advanced Degree and Its Impact on Student Growth and Schools

Research has shown that students who have a teacher with strong rather than weak credentials would offset the adverse effect of racial and socio-economic differences. However, according to the brief report by Center for Education Compensation Reform (Prince et al., 2011), mixed results have been found with regards to the relationship between teachers with advanced degrees and student performance. In this study, we used an explanatory sequential mixed methods design to examine the effects of teacher obtainment of advanced degrees with the following two research questions:

  1. In the historical data, are there any significant differences in student academic growth (in math and reading) between teachers with or without advanced degrees?
  2. What impact do teachers’ obtainment of advanced degrees have in other areas besides student achievement?

The present study was conducted within a Title I school in the southeastern US with data including standardized student achievement scores (n=800+), and teacher degree information. Four teachers and two school leaders were interviewed. Differences were found in students’ academic achievement of a group of 7 math teachers with advanced degrees in grades 6th-8th. The qualitative explanatory portion of the study also underscores that advanced degrees help teachers excel in their professional performance.