This study examined differences in student achievement on the 2000 National Assessment of Educational Progress (NAEP) Mathematics Test by their teachers’ years-of-experience teaching mathematics. Data examined were mean scale scores of fourth and eighth grades in five sample groups: national (public and private school students combined), national public school students, and Kentucky, Tennessee and Texas public school students. These states were chosen because of their statewide systematic school reform efforts. The research question was: Are mathematics scores of students of more experienced mathematics teachers higher than those of students of less experienced teachers? The National Assessment of Educational Progress data include "years-ofteaching mathematics experience" with five categories: 2 years or less, 3-5 years, 8-10 years, 11- 24 years, and 25 years or more. The NAEP Data Tool was used to create descriptive tables of mean scale scores across categories and to test for statistically significant differences. Effect size was calculated by the researcher. Statistically significant differences (p < .01) in the eighth grade scores were found to be related to teaching experience in national, national public, Kentucky, and Texas samples, but not in the Tennessee sample. These results indicated that the students of teachers with more years of experience teaching mathematics had higher mathematics scores on the eighth grade 2000 NAEP Mathematics Test. However, the effect sizes were either very small or small (ranging from .08 to .39).
Occasional Research Paper, No. 6, April, 2003.