of this funding supported research and development during the board’s early years as it undertook development of the standards for accomplished teaching and the assessments, and the board is now largely self-sufficient financially.
In an attempt to learn more about the effectiveness of offering advanced-level certification for teachers as an educational intervention and to evaluate whether this money has been well spent, the U.S. Congress asked the U.S. Department of Education to contract with the National Academies both to develop a framework for evaluating programs for certifying advanced-level teachers and to apply that framework in conducting an evaluation of the impact of the NBPTS certification program. Specifically, Congress asked the National Academies (Consolidated Appropriations Act, P.L. 108-99; see http://www7.nationalacademies.org/ocga/Laws/PL108_199.asp):
[To] conduct an evaluation of the outcomes of teachers who achieved NBPTS certification versus teachers who did not complete certification and teachers who did not participate in or apply for the program. [The National Academies] is requested to perform an independent, scientific study using the strongest practical methodology to evaluate the impact of board certification, including an assessment of whether the NBPTS certification model is a cost effective method of improving teacher quality and the extent to which certification makes a difference in student academic achievement. In carrying out this study, the NAS should commission the collection of new data and conduct appropriate, rigorous analyses of such data. The conferees also expect that a similar scientific evaluation will be conducted on the outcomes of the work of the National Council on Teacher Quality (NCTQ) when available data will permit such an assessment and therefore urge NCTQ1 to begin to incorporate evaluation elements into the program now.
The National Academies established the Committee on the Evaluation of the Impact of Teacher Certification by the National Board for Professional Teaching Standards to carry out this study. The committee is composed of 17 individuals with expertise in assessment (educational and credential testing), economics and evaluation of education policy, education administration, program evaluation, teacher education, teaching, sociology, and sociological methodology. The committee worked on this study over the course of three years.