dc.contributor.author	Bishop, Tracy Frances
dc.coverage.spatial	Georgia	en_US
dc.coverage.temporal	2017-2019	en_US
dc.date.accessioned	2025-05-02T17:45:07Z
dc.date.available	2025-05-02T17:45:07Z
dc.date.issued	2025-05-02
dc.identifier.other	d3ddeec0-e6b1-40f7-a632-f1d732ff68fb	en_US
dc.identifier.uri	https://hdl.handle.net/10428/7411
dc.description.abstract	The purpose of this study was to determine if teacher certification type impacted student achievement. The researcher hypothesized that students taught by teachers with out-of-field certification will have lower achievement-level scores on Georgia Milestone Assessments than students who are taught by teachers with in-field certification. The null hypothesis held that there is no association between teacher certification type and student achievement levels on Georgia Milestone Assessments. For the purposes of this research, teachers were classified based on certification type—that is, in-field or out-of-field—and students were classified based on the certification type of their teacher and their achievement-level score on Georgia Milestone Assessments. The researcher obtained data from a Georgia school district for school years 2017, 2018, and 2019. The data included in-field and out-of-field teacher lists, teacher schedule files, student schedule files, and Georgia Milestone Assessment results by student. The data were organized and divided into various datasets. The researcher applied the chi-square test to determine the statistical significance of the different datasets. In total, 42 datasets were reviewed and tested using the chi-square test; of these, 35 rejected the null hypothesis, thus showing significant evidence of an association between teacher certification type and student achievement level. Based on the data analyzed in this study, the results suggest that teacher certification type has an impact on student achievement. Limitations of the study include sample size and the inability to encompass other factors that could affect the learning levels. Future research needed includes incorporating the experience level of the teacher and the learning loss related to the COVID pandemic.	en_US
dc.format.extent	1 electronic record. PDF/A document, 164 pages, 4886574 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Education	en_US
dc.subject	Education policy	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Georgia Milestone Assessments	en_US
dc.subject	Academic achievement	en_US
dc.subject	Teachers--Certification	en_US
dc.subject	COVID-19 (Disease)	en_US
dc.title	A Study of the Efficacy of Out-of-Field Teachers	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Political Science of the College of Humanities and Social Sciences	en_US
dc.description.advisor	Robbins, Joseph
dc.description.committee	Sapp, Terry
dc.description.committee	Whittaker, Lauren
dc.description.degree	D.P.A.	en_US
dc.description.major	Political Science	en_US