1 national board certification: who becomes nbpts certified and what are the consequences for...
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1
National Board Certification:Who Becomes NBPTS Certified and What
Are the Consequences for Students?
Dan Goldhaber
University of Washington and The Urban Institute
2
History of the National Board• Grew out of the Carnegie Forum’s A Nation
Prepared: Teachers for the 21st Century (1986)
• Founded in 1987 with the stated mission to:– Establish high and rigorous standards for what
accomplished teachers should know and be able to do– Develop and operate a national voluntary system to
assess and certify teachers who meet these standards – Advance related education reforms for the purpose of
improving student learning in American schools
3
Increase in NBPTS-Certified Teachers
303676
1064
131
705
1448
2037
0
500
1000
1500
2000
1997 1998 1999 2000
ApplicantsCertified
41%
43%
47%
52%
4
Why Should We Care AboutNBPTS Certification?
• Teachers matter!• Unmeasured characteristics - Goldhaber et al. (1999), Rivkin, Hanushek, and
Kain (2001), Sanders (1997)• Academic Skills - Ehrenberg and Brewer (1994), Strauss and Sawyer (1986),
Wayne (2001), Ferguson (1991, 1998) - 1 standard deviation increase in teacher licensure scores raises student scores by .17 standard deviations
– NBPTS designed to identify “effective” teachers
• Significant expenditures on NBPTS• Rewards associated with NBPTS certification are a
significant departure from the single salary schedule– Potential long-term influence on teachers’ recruitment and career
paths
5
Certification Process• Two major components of assessment:
– Portfolio: Classroom practices, teacher reflection & community involvement
• Videotaped classroom interactions, collected student work (includes assessments, instructional materials), documented work with families, community, colleagues, and professional organizations
– Assessment center exercises: Content & pedagogical knowledge tests
• Constructive responses (essays) to challenging classroom situations
• Must meet performance standard of 275 points• Certification process takes 6-12 months and is
valid for 10 years
6
Expenditure on NBPTS
• By 2002, NBPTS had received over– $109 million in federal funds– $106 million from non-federal sources
• State and local expenditures– Reimbursement of assessment fees– Release time and preparation materials– One time bonus or annual salary increase
7
State and Local Expenditures on NBPTS(North Carolina Example)
$2,300Reimbursement ofassessment fee
1st year Cost for Individual Certification
+Annual salary
increase $5,389
Total cost 1st year = $7,689
10 Year Cost for Individual
Certification$56,190
Total Cost to NC
(x 2,037 applicants) = $4,685,100
(x 1,064 certified) = $5,706,951
Total cost 1st year =
+
$10,392,051
10 Year Cost to NC = $61,754,610
8
Some Key Questions• What factors are associated with the decision to seek
NBPTS certification?
• What factors are associated with the success of applicants to NBPTS?
• Can we judge the effectiveness of NBPTS based on student outcomes– Identification of effective teachers
– NBPTS process as professional development
• How does NBPTS certification affect teachers’ career paths– Length of time that teachers remain in the teaching profession
– Distribution across districts, schools, and students?
9
Key Findings• Influences on probability of application
– Teacher demographics and test scores– Districts’ financial incentives for successful applicants
• Influences on probability of certification– Major effect of teacher race– Strong positive effects of teacher test scores
• Simulations suggest major reason for increased certification rates is change in applicant pool (stronger applicants)
• Uneven student outcome results– Stronger evidence favoring NBPTS certified teachers for younger
students and in math
10
Previous Studies (1): Reasons for Seeking Certification and Perceptions of Effects
• CPRE case studies– Finds applicants in districts were motivated by:
• Desire to validate their teaching techniques and obtain leadership position, monetary incentive
• Widespread belief in benefits of NBPTS certification to schools, teachers and students
• NBPTS surveys– Most NBPTS teachers report certification process:
• Is excellent professional development (80%)• Has positively affected teaching practices (91%)• Has resulted in positive impacts on student engagement,
motivation, and achievement (69%)
11
Previous Studies (2): Student Outcomes
• Bond study– NBPTS teachers outperform non-certified peers in 11 of 13
“key teaching dimensions”• Does not use pre- and post-year measures of student performance or
adjust for differences among students
• Stone study– NBPTS certified teachers are not particularly effective as
measured by TVAAS scores• No comparison group or control for student background factors,
reliance on 115% as a benchmark for “high performing”
12
Data Sources
• N. C. Department of Public Instruction– Teacher and student records
• NBPTS/Educational Testing Service– NBPTS candidate teacher records
• Common Core of Data– Community and school district characteristics
• Survey of administrative offices of N.C. school districts– Incentives for NBPTS candidates and teachers
13
Why North Carolina Data?
• Comprehensive accountability system allows for student teacher links– Student level (about 1 million obs/year)
• Background: race, parent education level• Subject and year-end test scores: grades 3-12
– Teacher level (over 70,000 obs/year)• Background: race, age, license, years experience• Candidates’ scores on NBPTS assessments
• Strong backing of NBPTS by Gov. Hunt– NC has about a quarter of the NBPTS teachers in U.S.
14
Teacher Characteristics
TEACHERSCHARACTERISTICS
OverallSample
Did NotApply
AppliedApplied,
NotCertified
Applied,Certified
Age 41.47(10.62)
41.46**(10.65)
41.80**(8.81)
.42.13**(8.77)
41.47**(8.83)
Black .14(.35)
.14*(.35)
.13*(.35)
.21**(.41)
.04**(.20)
White .83(.38)
.83**(.38)
.85**(.36)
.76(.43)
.94(.24)
Hispanic .005(.07)
.005**(.07)
.001**(.04)
.00(.04)
.00(.05)
Average TeacherTest Score
-.009(.92)
-.015**(.92)
.17**(.90)
-.10**(.89)
.46**(.81)
Highest Degree isMasters
.26(.44)
.25**(.43)
.43**(.50)
.40(.49)
.47(.50)
*p<.10 **p<.05
15
School CharacteristicsSCHOOLCHARACTERISTICS
OverallSample
Did NotApply
AppliedApplied,NotCertified
Applied,Certified
% Students Performing at orabove Grade-Level
70.39(11.63)
70.35**(11.62)
71.53**(11.77)
70.10**(12.21)
73.05**(11.08)
Exceeded Expected Growthin Student Performance
.52(.50)
.52**(.50)
.55**(.50)
.51**(.50)
.59**(.49)
Most Improved in StudentPerformance
.01(.12)
.01**(.12)
.02**(.14)
.02(.13)
.02(.15)
% of Minority Students 37.77(24.67)
37.80**(24.68)
36.71**(24.33)
39.98**(26.12)
33.23**(21.75)
Student/Teacher Ratio 14.49(5.81)
14.49**(5.84)
14.82**(4.19)
14.71*(4.92)
14.94*(3.24)
% Students on Free Lunch 31.84(19.34)
31.87**(19.34)
31.02**(19.50)
34.21**(20.36)
27.63**(17.93)
*p<.10 **p<.05
16
District and Community Characteristics
DISTRICT CHARACTERISTICS OverallSample Did Not Apply Applied Applied, Not
CertifiedApplied,Certified
Current Expenditure (per pupil)5413.22(571.42)
5409.15**(570.80)
5598.46**(557.77)
5554.99**(554.52)
5644.61**(557.63)
% In districts withone-time bonus
2.90(16.78)
2.86**(13.68)
5.46**(22.72)
5.30(22.42)
5.63(23.06)
Mean value of one-time bonus15.17
(91.14)14.97**(90.50)
29.44**(127.58)
29.48(130.28)
29.39(124.68)
% In districts with salaryincrement
4.03(19.66)
4.01**(19.63)
4.98**(21.75)
4.72(21.21)
5.25(22.30)
Mean value of salary increment33.72
(226.99)33.37**(225.43)
58.38**(317.22)
53.68(305.19)
63.36(329.60)
% In districts with financialincentives
6.16(24.03)
6.10**(23.94)
9.72**(29.63)
9.39(29.18)
10.07(30.10)
% Children in Poverty14.89(7.55)
14.90*(7.55)
14.69*(7.65)
15.51**(8.20)
13.82**(6.91)
% Non-White Children22.86
(18.80)22.89**(18.81)
21.85**(18.21)
24.24**(19.66)
19.30**(16.15)
% BachelorÕs or Higher Degree17.44
(11.53)17.43
(11.51)17.25
(11.87)15.93**(11.26)
18.66**(12.34)
Median Value Housing ($)66667.31
(16918.90)66643.27*(16914.19)
67133.21*(16825.28)
65005.49**(16227.91)
69393.86**(17154.60)
*p<.10 **p<.05
17
Analytic Approach
• OLS and logit models of the factors associated with– Application for NBPTS certification – The likelihood of successful certification – NBPTS assessment scores
• Fixed and random effects models to account for potential correlation of error terms across schools/districts & over time
• Bivariate probit to account for potential correlation of error terms between applicant and certification models
18
Application CertificationNBPTS Assessment
Score
Teacher Test (z-) Score0.32* (0.14)
0.31** (0.14)
21.50***(6.93)
20.46***(7.38)
23.86***(3.53)
22.76***(3.52)
Black0.28***(0.079)
0.28***(0.079)
-32.51***(3.38)
-32.09***(3.41)
-25.04***(1.82)
-24.65***(1.86)
Male-1.055*** (0.078)
-1.06*** (0.079)
-13.40***(2.96)
-13.43***(3.00)
-13.35***(1.88)
-13.71***(1.89)
19982.08*** (0.14)
2.14** *(0.14)
0.16(6.27)
-2.63(5.93)
3.11(3.61)
2.88(3.41)
19992.60*** (0.16)
2.76*** (0.13)
0.25(6.83)
2.23(5.84)
3.26(4.00)
6.32*(3.35)
20002.87*** (0.19)
2.98*** (0.14)
3.03(7.69)
7.21(6.01)
6.64(4.59)
11.42***(3.45)
Yrtest980.14
(0.15)0.15
(0.15)-1.37(7.41)
-0.84(7.82)
-7.76**(3.78)
-6.95*(3.78)
Yrtest990.15
(0.14)0.17
(0.14)-6.27(7.14)
-5.19(7.59)
-10.79***(3.65)
-9.74***(3.65)
Yrtest00-0.038 (0.14)
-0.028 (0.14)
-6.78(7.09)
-5.31(7.56)
-11.72***(3.62)
-10.49***(3.62)
Selected Coefficient Estimates
19
Application Model Results
• Teacher variables– Those who are younger, African-American, and/or female are
more likely to apply– Those fully licensed, and receiving a license from a North
Carolina approved teacher training institution more likely to apply
– Teacher test score and year dummy variables are significant
• Salary incentive, but not bonus, has an impact
20
Certification Model Results
• Those who are younger, female, and/or with Masters degrees are more likely to obtain certification
• African-Americans far less likely to obtain certification• Teacher test score is significant, but no significant
difference in slope or intercepts across years– Suggests certification is not becoming easier
• NBPTS assessment model results parallel results from certification models
21
Simulations
• Application and certification probabilities, and NBPTS assessment scores over time– For a hypothetical teacher with the same characteristics as
the 1997 sample mean– With changes in teacher test (z-) scores– For teachers who switches from an affluent to a
disadvantaged school/district
• Application probabilities with changes in district incentive variables
• Use these results to simulate costs and benefits
22
Probability of Application(Teacher with 1997 Mean Characteristics)
23
Simulated Application Ratesby Z-Score and Year
24
Simulated Conditional Certification Rates by Z-Score and Year
25
Mean Characteristics of Affluent and Disadvantaged Schools
Variable School A School B
Teacher Characteristics
% Black 11.3% 34.8%
Teacher Test (z-) Score 0.23 -0.40
% with MasterÕs 38.3% 12.4%
School Characteristics% Students Performing At orAbove Grade-Level
78.2% 43.5%
% Minority Students 24% 70%
% Free-Lunch Students 11% 30%
Community Characteristics
% Children in Poverty 13.1% 29.4%
% BachelorÕs or Higher Degree 30.8% 7.8%
Median Value Housing ($) $86,348 $45,488
26
Simulated Application and Certification Rates by School and Teacher Type
75.40%
2.13%0.29%
17.50%
2.16%
43.70%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Application Rate Certification Rate
School A, School A Teachers School B, School B Teachers School B, School A Teachers
27
Simulated Marginal Effects of Local Salary Incentives
28
So is NBPTS IdentifyingEffective Teachers?
(Using NC test scores as measure of student gains to measure teacher effectiveness)
• What are the “Right” Student Outcome Comparisons?– Certified versus non-certified teachers
• Relative effectiveness of NBPTS certified teachers
– Non-certified applicants versus non-applicants• Evidence of teacher “motivation”
– Non-certified applicants versus certified applicants• NBPTS ability to discern teacher effectiveness
– Certified applicants over time• NBPTS process as professional development
• Multiple grades and subjects
29
Preliminary Evidence: 19973rd Grade Means
(Standard Deviation in Parenthesis)Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginningof Grade
Score
**138.02(8.65)
141.05**(9.01)
134.65**(8.35)
**130.15(8.12)
132.05**(8.78)
126.19**(7.11)
End ofGradeScore
**144.22(9.78)
145.96*(10.21)
139.19**(8.65)
**143.01(11.23)
144.95(11.53)
136.22**(10.62)
Growth inGradeScore
**6.28(6.74)
4.76**(5.54)
4.88(6.34)
**12.95(7.36)
13.15(7.71)
9.83**(7.61)
SampleSize (N)
74268 81 73 74466 82 73
4th Grade Means(Standard Deviation in Parenthesis)
Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginningof Grade
Score
144.07(10.06)
148.11(8.46)
142.10(10.22)
142.18(11.80)
146.56**(9.31)
140.14**(12.74)
End ofGradeScore
148.49(9.60)
151.85(7.69)
146.73(9.30)
**149.54(10.80)
150.44(8.80)
146.12**(10.86)
Growth inGradeScore
*4.56(6.05)
3.60**(5.36)
5.34**(4.95)
7.58(7.27)
4.16**(6.76)
6.58**(7.21)
SampleSize (N)
65020 62 80 65224 62 79
5th Grade Means(Standard Deviation in Parenthesis)
Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginningof Grade
Score
148.84(9.73)
151.70**(8.94)
149.41**(7.76)
148.69(10.96)
152.48**(10.46)
149.23**(9.69)
End ofGradeScore
153.05(8.91)
155.74**(9.59)
153.75*(7.92)
156.51(10.39)
160.92**(10.79)
157.62**(10.10)
Growth inGradeScore
4.32(5.72)
3.69(4.78)
4.51(4.72)
8.05(6.29)
8.10(5.05)
8.72(5.35)
SampleSize (N)
63476 89 144 63494 90 144
** p<.05 * p<.1
30
Preliminary Evidence: 19983rd Grade Means
(Standard Deviation in Parenthesis)Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginning ofGrade Score
**137.86(8.50)
139.36**(8.76)
136.75**(8.08)
**130.34(7.97)
132.15**(8.21)
129.11**(7.68)
End of GradeScore
**145.78(9.68)
148.35**(8.98)
144.68**(9.19)
**142.47(11.13)
145.27**(10.86)
140.54**(11.22)
Growth inGrade Score
7.90(6.91)
8.85**(6.59)
7.61**(6.86)
**12.23(7.37)
13.19**(7.09)
11.07**(7.13)
Sample Size(N)
72555 391 629 72874 396 631
4th Grade Means(Standard Deviation in Parenthesis)
Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginning ofGrade Score
144.57(9.53)
145.50**(9.68)
145.21(9.07)
**143.47(10.90)
144.07(11.09)
145.11(10.28)
End of GradeScore
149.44(9.56)
150.37**(10.24)
149.85(9.30)
151.62(10.76)
152.76**(11.40)
152.11(10.27)
Growth inGrade Score
4.93(5.44)
4.59(5.11)
4.60(5.37)
**8.32(6.45)
8.48(7.10)
7.03**(6.10)
Sample Size(N)
58101 392 376 58291 392 380
5th Grade Means(Standard Deviation in Parenthesis)
Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginning ofGrade Score
**148.77(9.43)
150.46**(9.22)
150.08(8.86)
**149.93(10.59)
151.75**(10.18)
151.67(10.02)
End of GradeScore
**154.39(8.99)
155.80**(8.81)
155.34(8.27)
**157.59(10.08)
158.94**(10.37)
158.63(10.42)
Growth inGrade Score
*5.73(5.14)
5.86(5.29)
5.31*(4.93)
**7.87(5.79)
7.95(5.60)
7.20**(5.48)
Sample Size(N)
57206 491 543 57442 492 548
** p<.05 * p<.1
31
Preliminary Evidence: 19993rd Grade Means
(Standard Deviation in Parenthesis)Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginningof Grade
Score
138.20(8.46)
139.26**(8.57)
137.54**(8.28)
**130.89(7.91)
132.01**(8.19)
130.50**(7.80)
End ofGradeScore
*146.44(9.69)
148.56**(9.54)
145.99**(9.21)
**142.97(11.08)
145.18**(10.71)
142.07**(10.72)
Growth inGradeScore
8.24(6.97)
9.27**(6.99)
8.24**(7.04)
*12.01(7.36)
13.11**(7.26)
11.28**(7.20)
SampleSize (N)
78766 1250 1178 79156 1256 1181
4th Grade Means(Standard Deviation in Parenthesis)
Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginningof Grade
Score
146.04(9.49)
147.14**(9.40)
145.95**(8.96)
142.89(10.86)
143.79**(10.86)
143.02(10.09)
End ofGradeScore
*149.56(9.35)
150.60**(9.20)
149.08**(8.75)
**152.39(10.28)
153.58**(10.44)
151.32**(9.50)
Growth inGradeScore
3.51(5.54)
3.31(5.20)
3.35(5.26)
**9.51(6.33)
9.62(6.01)
8.46**(5.68)
SampleSize (N)
48141 557 543 48414 557 544
5th Grade Means(Standard Deviation in Parenthesis)
Reading Math
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Non-ApplicantCertifiedApplicant
Non-CertifiedApplicant
Beginningof Grade
Score
149.51(9.43)
151.63**(9.50)
149.79**(9.32)
151.73(10.63)
153.36**(10.54)
152.05**(10.34)
End ofGradeScore
154.39(8.50)
155.62**(8.52)
154.27**(8.40)
159.38(10.01)
160.56**(9.73)
159.03**(10.08)
Growth inGradeScore
4.83(5.12)
3.95**(5.14)
4.51*(5.10)
**7.68(5.71)
7.18**(5.73)
7.19(5.31)
SampleSize (N)
47160 612 600 47408 618 601
** p<.05 * p<.1
32
Student Achievement ResultsRelative to students of non-certified applicants in:• 18 of 18 cases students of NBPTS teachers had
higher end-of-year scores• 17 of 18 cases students of NBPTS teachers had
higher beginning-of-year scores• 9 of 18 cases students of NBPTS teachers had
higher growth scores6 of 9 cases in
math, across grades3 of 9 cases in reading, across grades
5 of 6 cases in 3rd grade2 of 6 cases in 4th grade2 of 6 cases in 5th grade
33
Conclusions
• Strong correlation (across time) between teacher test scores and application, certification, and NBPTS assessment scores– Significant differences by race
• Clear increase over time in the inclination to apply, but little evidence that the likelihood of certification has gone up over time– More academically skilled applicants explain majority of increase
in certification rate
• Uneven student outcome results– Stronger evidence favoring NBPTS certified teachers for younger
students and in math
34
Next Steps
• Multivariate analysis of effectiveness of NBPTS assessment process based on student outcomes– Identification of NBPTS teachers– NBPTS process as professional development
• Assess impact of NBPTS on teachers’ career paths– Measure the influence of NBPTS certification on length of time in
teaching profession and length of time teaching in particular districts or schools
– Determine the types of districts, schools, and students are NBPTS-certified teachers most likely to teach
– Measure the affect of district-specific NBPTS-related incentives on the mobility and distribution of NBPTS-certified teachers within the profession
35
BACKUP SLIDES
36
NBPTS Assessment Model Results
• Generally parallel results from certification models
• Interactions between teacher pretest score and year dummies are statistically significant– Implies a reduced correlation between pretest
scores and NBPTS assessment scores in years following 1997
37
Probability of Certification (Teacher with 1997 Mean Characteristics)
33.7%
33.0%
33.8%
35.4%
32%
32%
33%
33%
34%
34%
35%
35%
36%
36%
1997 1998 1999 2000
Pro
bab
ility
*
38
NBPTS Assessment Score (Teacher with 1997 Mean Characteristics)
265
265
264
268
261
262
263
264
265
266
267
268
269
1997 1998 1999 2000
39
Growth in Certification Areas
7
17
2426
31
12
0
5
10
15
20
25
30
35
1998 1999 2000 2001 2002* 2003*Year
Num
ber
of C
erti
fica
tion
Are
as
*Projected
40
CPRE Study
• Qualitative study to assess effects of NBPTS certification– Conducted interviews with 30 teachers, NBPTS candidates,
administrators in 5 districts in 5 different states that vary by level of incentive offered
• Finds applicants in districts were motivated by:– Desire to validate their teaching techniques– Obtain leadership position– Monetary incentive
• Strong widespread belief in benefits of NBPTS certification to schools, teachers and students
41
Bond Study
• Compares NBPTS certified to non-certified teachers (a total of 65) in 2 states and D.C.– Uses teacher surveys, observations and student work to
measure 13 areas of teacher effectiveness and 2 areas of student learning
• Finds NBPTS teachers outperform non-certified peers in 11 of these “key teaching dimensions,” and produce higher achieving students as measured by student work samples– Does not use pre- and post-year measures of student
performance or adjust for differences among students
42
Stone Study
• Compares NBPTS-certified teachers to non-NBPTS-certified teachers in Tennessee– The study includes only 16 NBPTS-certified teachers
• Finds that NBPTS certified teachers were not exceptionally successful in improving student achievement– The study does not use conventional techniques for
demonstrating statistical significance
– The Value-Added system in Tennessee used here to measure student achievement does not directly account for differences in students’ backgrounds
43
NBPTS Surveys
• Most NBPTS teachers report certification process:– Is excellent professional development (80%)
– Has positively affected teaching practices (91%)
– Has resulted in positive impacts on student engagement, achievement, and motivation (69%)
• No comparison group
44
Fixed and Random Effects Application Models
• Specification tests– Random effects models preferred over OLS (Lagrange
multiplier test)– Reject the null hypothesis of joint significance of school and
district fixed-effects being zero
• Coefficients are quite robust across model specifications– Unobserved school and district characteristics important
predictors of application, but uncorrelated with included explanatory variables
45
Effect Size of Select Variables on Application
46
Effect Size of Select Variables on Conditional Certification
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Ag
e
47
Effect Size of Select Variables on Unconditional Certification
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
Ag
e
48
NBPTS: Governance & Structure
• Governed by a 63-member Board of Directors– Classroom teachers– District administrators and school board members– State officials– Business and community leaders– Union officials
• Certification Areas– Offers certificates in 24 areas– Most common in generalist certificates for teachers of
multiple subjects (early childhood, middle childhood, and early adolescence)
49
Demographic Information 19973rd Grade Means
(Standard Deviation in Parenthesis)Non-Applicant Certified
ApplicantNon-Certified
Applicant% Minority Students per
Teacher36.90
(25.64)36.78
(19.88)52.70
(29.53)% Title 1 Students
per Teacher36.66
(40.90)12.62
(14.59)61.70
(42.06)Current Per Pupil
Expenditure4936.62(408.71)
4933.70(180.89)
5165.83(448.74)
Sample Size (N) 83445 84 784th Grade Means
(Standard Deviation in Parenthesis)% Minority Students per
Teacher36.65
(25.66)37.94
(20.46)54.18
(26.54)% Title 1 Students
per Teacher34.41
(41.01)41.27
(44.46)62.17
(46.18)Current Per Pupil
Expenditure4941.68(412.94)
5446.41(963.83)
5189.93(181.10)
Sample Size (N) 82057 71 1165th Grade Means
(Standard Deviation in Parenthesis)% Minority Students per
Teacher35.66
(25.19)25.16
(16.32)31.74
(28.18)% Title 1 Students
per Teacher34.29
(41.86)24.42
(27.89)9.02
(25.89)Current Per Pupil
Expenditure4937.88(406.78)
5023.88(326.37)
4979.70(319.68)
Sample Size (N) 79943 99 156
50
Demographic Information 19983rd Grade Means
(Standard Deviation in Parenthesis)Non-Applicant Certified
ApplicantNon-Certified
Applicant% Minority Students per
Teacher36.99
(25.59)29.97
(16.17)42.04
(30.98)% Title 1 Students
per Teacher37.79
(41.57)26.51
(31.20)44.41
(40.77)Current Per Pupil
Expenditure5264.41(454.04)
5373.49(671.08)
5291.44(386.58)
Sample Size (N) 87694 454 7194th Grade Means
(Standard Deviation in Parenthesis)% Minority Students per
Teacher36.63
(25.60)30.04
(25.05)38.87
(29.26)% Title 1 Students
per Teacher35.82
(41.70)39.45
(46.78)36.42
(39.70)Current Per Pupil
Expenditure5265.45(451.51)
5254.80(396.24)
5400.53(561.06)
Sample Size (N) 83965 496 5475th Grade Means
(Standard Deviation in Parenthesis)% Minority Students per
Teacher35.72
(25.38)29.42
(21.30)32.66
(23.45)% Title 1 Students
per Teacher34.68
(41.93)22.35
(35.54)29.59
(40.74)Current Per Pupil
Expenditure5266.30(455.39)
5285.69(643.07)
5420.57(615.36)
Sample Size (N) 81648 640 677
51
Demographic Information 19993rd Grade Means
(Standard Deviation in Parenthesis)Non-Applicant Certified
ApplicantNon-CertifiedApplication
% Minority Students perTeacher
37.78(26.18)
31.66(22.23)
46.64(30.02)
% Title 1 Studentsper Teacher
40.16(42.80)
32.11(40.33)
54.40(42.57)
Current Per PupilExpenditure
5659.74(484.83)
5800.59(70.43)
5513.34(392.90)
Sample Size (N) 89115 1377 13354th Grade Means
(Standard Deviation in Parenthesis)% Minority Students per
Teacher37.27
(25.98)30.88
(21.79)40.71
(30.06)% Title 1 Students
per Teacher38.06
(43.15)24.13
(35.12)47.06
(42.87)Current Per Pupil
Expenditure8665.11(491.63)
5705.74(498.07)
5772.50(426.65)
Sample Size (N) 87337 964 10025th Grade Means
(Standard Deviation in Parenthesis)% Minority Students per
Teacher36.54
(25.90)29.91
(22.06)38.85
(22.47)% Title 1 Students
per Teacher36.90
(43.08)25.04
(40.14)38.61
(42.32)Current Per Pupil
Expenditure5660.66(489.69)
5762.28(521.07)
5717.51(691.81)
Sample Size (N) 85459 994 1034
52
Simulated NBPTS Assessment Scoresby Z-Score and Year
200
220
240
260
280
300
320