TitleDoes teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?
NameStaropoli, Maria Angela (author), Reddy, Linda A (chair), Forman, Susan G (co-chair), Rutgers University, Graduate School of Applied and Professional Psychology,
High School Proficiency Test,
Children with disabilities--Education,
Mathematics--Study and teaching (Primary),
DescriptionThis prelimary investigation examined the impact of teacher mathematics certification on high school special education students’ scores on the High School Proficiency Assessment (HSPA) in an urban public school setting. The sample included 76 eleventh grade students classified as special education under IDEA. The student sample represented 70% of males and 30% of females from culturally and economically diverse backgrounds. Five teachers federally classified as highly qualified were included. Out of the teacher sample, four held state certifications in mathematics and one was not certified. Research questions and hypotheses were examined using inferential statistical tests (2-sample t-tests) and effect sizes. Results indicated that special education students who were taught by HQTs certified in mathematics scored significantly better on the Mathematics section of the HSPA than special education students who were taught by HQTs non-certified mathematics teachers. Effect sizes indicated small practical and meaningful differences. Results are outlined and directions for future research are discussed.
NoteIncludes bibliographical references
Noteby Maria Angela Staropoli
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.