Student performance and teacher certification in Algebra I in an urban school district

The purpose of this study was to examine the differences in student performance in Algebra I High School Assessment (HSA) scores and Algebra I grades among students taught by certified teachers versus non-certified teachers. For the purpose of this study, data will be obtained from all high schools in an urban school district selected by the researcher. Both student performance in mathematics and teacher certification have been at the forefront of governmental scrutiny and political debate. Both issues require an uncompromising examination in order for student performance to improve. This study also examined differences in student performance based on race/ethnicity, gender, and economic status (free and/or reduced lunch eligibility). In addition, the relationship between grades earned in Algebra I and HSA Algebra I performance were examined.;Algebra I classes from all of the local high schools selected in the urban school district participated. The students were not randomly assigned to groups as the classes were already structured by individual schools Data were obtained for students who completed all phases of the course (Algebra I) and remained in the course for the entire school year.;The Analysis of Variance showed that there was no difference among teachers that were certified versus the teachers that were not certified when Algebra I final grade was the dependent variable. There was also no difference among certified and non-certified teachers when scores on the HSAs were received. However, there was a difference in HSA scores under the three subcategories of Analyzing Patterns and Functions, Modeling Real-World Situations, and Using Data to Make Predictions when race/ethnicity was considered.;It was concluded that student performance in Algebra I class are reflected by the score they receive on the Algebra I HSAs. Furthermore, student performance cannot be based on the certification status of a teacher. It was also concluded that student characteristics such as (gender, race/ethnicity, and socioeconomic status (FARM) when interacted with teacher certification, have no bearing on the grades students' receive in Algebra I class or on the Algebra I HSAs.;Recommendations for research included: (a) a replication of this study by other researchers; (b) a replication of this study using the qualitative method; (c) an extensive interdisciplinary study of this aspect of human interaction by researchers in psychology and education. A recommendation for policy would include that teachers be required to participate in professional development activities so they are able to keep abreast of the latest methods, strategies, or techniques that are being used in education in their chosen field of study.