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In this paper, we describe the results a study assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement. We examine whether NBPTS assesses the most effective applicants, whether certification by NBPTS serves as a signal of teacher quality, and whether completing the NBPTS assessment process serves as catalyst for increasing teacher effectiveness. We find consistent evidence that NBPTS is identifying the more effective teacher applicants and that National Board Certified Teachers are generally more effective than teachers who never applied to the program. The statistical significance and magnitude of the "NBPTS effect," however, differs significantly by grade level and student type. We do not find evidence that the NBPTS certification process itself does anything to increase teacher effectiveness. Data tables are appended. (Contains 7 tables, 1 figure, and 49 endnotes.)

Recent research suggests that teacher quality is the most important educational input predicting student achievement. Nonetheless, many teachers are less academically skilled than college graduates in other occupations. This study explores characteristics of highly qualified teachers and the connections that exist between these attributes and student learning and achievement. The study reviews research that attempts to correlate teachers' advanced degrees, their pedagogical and content knowledge, types of certification, years of experience, and academic proficiency with student academic growth. The current demand for better teachers coincides with policy and demographic shifts that have made teaching arguably more difficult. The need to improve teacher quality comes at a time when the nation is faced with the task of replacing a generation of teachers nearing retirement age. Exacerbating the need to hire new teachers is the growing number of new students in schools. As enrollment rises, education policy initiatives such as class size reduction have increased the demand for new teachers. The paper discusses teacher skills over time and compared to college educated people in other professions. After examining labor market explanations for teachers' lower proficiency, the paper provides public policy suggestions to increase teacher quality. A primer on statistical methods is appended. (Contains 88 references.) (SM)

National Board Certification represents one of the most significant reform efforts in the area of teacher quality in the last two decades. Since the National Board for Professional Teaching Standards (NBPTS) certified its first round of teachers in 1995, approximately 24,000 teachers have become certified at a cost to the country of well over $200 million, yet no large scale quantitative research exists on the candidates of the program and their effectiveness in educating children. Since 1995, there has been significant growth in NBPTS application and certification rates. In this paper, researchers describe the results of a study of teachers in North Carolina, assessing the factors associated with the decision to apply to NBPTS and the factors associated with successful certification. Results find that with all else equal, those teachers who are African-American and/or female, score higher on standardized tests, or are younger are more likely to apply for certification. With respect to NBPTS certification, results find that African-American and male teachers are less likely to be certified. Finally, they find that teachers who score higher on standardized tests are more likely to be certified. Variable definitions and teacher test correlations are appended. (Contains 11 figures and 21 references.) (Author/SM)

This paper describes implementation of the federal government's DC 21st Century Community Learning Center (DC 21st CCLC) program during the summer of 2001, focusing on the use of computer technology to improve academic achievement. The DC 21st CCLC program provides funding to schools in the District of Columbia to improve their out-of-school-time programs, thus enhancing students' academic success and later employment outcomes. Activities in the 2001 summer programs involved reading and mathematics software programs. Researchers collected data on middle and junior high school students via direct observations of activities, document reviews, interviews with program coordinators and facilitators, and focus groups with student participants. Results revealed that the technology appeared to have been well implemented, with large numbers of well-functioning machines in almost all observed classrooms and generally positive reactions from staff and students. Students tended to be well-behaved and engaged, though they did not appear excited or motivated by their achievement. Student enrollment was somewhat lower than hoped. Observation data suggested that use of the Internet, pretests, and aides could be improved to better support student achievement. Three appendices provide tables, reading and math software, and protocols for site visits. (Contains 13 references.) (SM)

Seattle's Comprehensive Child Care Program (CCCP) (Washington) is made up of a child care subsidy to offset child care costs for working and student families with low incomes, and quality assurance and technical assistance for 150 child care providers, including on-site evaluations, public health consulting, continuing education for providers, and individual consultation with CCCP staff. As part of Phase I of an evaluation of CCCP, 14 enrolled and 9 wait-listed parents participated in 4 focus groups. In addition, confidential surveys were mailed to a random sample of parents (148 enrolled parents; 72 wait-listed parents). Survey and focus group findings indicated that: (1) the program subsidy helps families remain self-sufficient by enabling parents to work or attend school, increasing parents' employment stability, and improving financial status; (2) the subsidy offers parents the use of quality child care they trust, with enrolled parents using licensed child care more than wait-listed parents, feeling their child care is of high quality with greater satisfaction, and feeling their child had experienced improvements in learning and emotional well-being; (3) enrolled parents are positive about the CCCP, finding it to be supportive, whereas wait-listed parents are often frustrated with the waiting period for enrollment and with poor communication. Study recommendations include funding of the subsidy component, elimination of the wait list, and increased communication between the CCCP and families. (RR)