An ERIC digest reports that a 2000 validity study gave strong initial evidence that National Board certification identifies teachers who are more expert and whose students learn more deeply¶
Claim · All claims
Evidence · 1 study · reviewr1·q3
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2003: tool and model accuracy changes quickly
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The Bond et al. (2000) validity study provides strong initial evidence that the certification system identifies teachers who are significantly more expert in their teaching practices and whose students achieve deeper learning. → National Board for Professional Teaching Standards' National Teacher Certification and a Performance-Based Assessment System 2000
Evidence¶
National Board for Professional Teaching Standards' National Teacher Certification and a Performance-Based Assessment System 2000¶
National Board for Professional Teaching Standards' National Teacher Certification and a Performance-Based Assessment System. (2000). ERIC Digest. https://eric.ed.gov/
q3 · i? · review · r1
The digest reports the construct and consequential validity study by Bond et al. (2000), stating it "provides strong initial evidence" that certified teachers are more expert and their students achieve deeper learning. No effect sizes are printed in the digest.
"provides strong initial evidence that the National Board's certification system does identify teachers who are significantly more expert in their teaching practices and whose students achieve deeper"
Discussion¶
Related Claims¶
- Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
- Teachers with National Board Certification or advanced degrees differ from other teachers only on observation scores, not value added — reports the opposite
- School administrators gave a generally positive assessment of American Board-certified teachers based on supervisor surveys — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
board-certification-identifies-more-expert-teachers |
title |
An ERIC digest reports that a 2000 validity study gave strong initial evidence that National Board certification identifies teachers who are more expert and whose students learn more deeply |
description |
An ERIC digest reports that a 2000 validity study gave strong initial evidence that National Board certification identifies teachers who are more expert and whose students learn more deeply |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2000 |
recheck_by |
2003 |
generated |
by claude/unspecified on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — national-board-for-professional-teaching-standards-national-teacher-certification-and-a-performance-based-assessment-system-2000 |
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