Six teacher preparation categories—long-term substitutes, temporary teaching permit, certified in a field different from the assigned teaching subject, alternative certification, full certification in the assigned teaching subject, and certification unknown—are studied as a significant component within the flow of resources for their effect on student achievement at a single high-poverty campus. There were no statistically significant differences in national curve equivalence (NCE) scores among students taught by teachers with full certification, alternative certification, or math temporary teaching permits on end-of the-semester math grades. At-risk students taught reading by teachers with alternative certification scored significantly higher than at-risk students taught reading by teachers with full certification.
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