Career ladder impact on student achievement and teacher characteristics.

Persistent Link:
http://hdl.handle.net/10150/184880
Title:
Career ladder impact on student achievement and teacher characteristics.
Author:
Fimbres, Ernest J.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Current research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did not participate the two years. One hundred forty teachers and two thousand two hundred sixty-three students in grades 3, 4 and 5 were analyzed in order to identify differences in test scores due to teacher participation. Contrasts were drawn between teachers as participants and non-participants on the career ladder, years of experience and education and their influence on how students scored on a State Mandated Norm Referenced Test, the Iowa Test of Basic Skills. Comparisons of the two groups in the study lead to some fairly consistent results. Even though there were no variables that impacted the achievement scores from a statistically significant standpoint, when the factor of "time" was defined in terms of Ladder and non-Ladder participation, the two year group showed statistically different results from the one year group. The results of this study indicate that a Career Ladder Program in the course of one year or two years would not significantly impact student achievement. However, the element of time is an important factor when looking at the potential for career ladder impact on student achievement. This factor should be considered in any quest for immediate versus long term success patterns of such plans.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Teachers -- Workload; Teachers -- Salaries, etc; Merit pay; Career development.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Grant, Robert T.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleCareer ladder impact on student achievement and teacher characteristics.en_US
dc.creatorFimbres, Ernest J.en_US
dc.contributor.authorFimbres, Ernest J.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractCurrent research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did not participate the two years. One hundred forty teachers and two thousand two hundred sixty-three students in grades 3, 4 and 5 were analyzed in order to identify differences in test scores due to teacher participation. Contrasts were drawn between teachers as participants and non-participants on the career ladder, years of experience and education and their influence on how students scored on a State Mandated Norm Referenced Test, the Iowa Test of Basic Skills. Comparisons of the two groups in the study lead to some fairly consistent results. Even though there were no variables that impacted the achievement scores from a statistically significant standpoint, when the factor of "time" was defined in terms of Ladder and non-Ladder participation, the two year group showed statistically different results from the one year group. The results of this study indicate that a Career Ladder Program in the course of one year or two years would not significantly impact student achievement. However, the element of time is an important factor when looking at the potential for career ladder impact on student achievement. This factor should be considered in any quest for immediate versus long term success patterns of such plans.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectTeachers -- Workloaden_US
dc.subjectTeachers -- Salaries, etcen_US
dc.subjectMerit payen_US
dc.subjectCareer development.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGrant, Robert T.en_US
dc.contributor.committeememberMedina, Marcelloen_US
dc.contributor.committeememberConley, Sharonen_US
dc.identifier.proquest9013142en_US
dc.identifier.oclc703606473en_US
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