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Making Use of What Teachers Know and Can Do: Policy, Practice, and National Board Certification Julia E. Koppich J. Koppich & Associates Daniel C. Humphrey Heather J. Hough SRI International Citation: Koppich, J. E., Humphrey, D. C., & Hough, H. J. (2007). Making use of what teachers know and can do: Policy, practice, and national board certification. Education Policy Analysis Archives, 15(7). Retrieved [date] from http://epaa.asu.edu/epaa/v15n7/. Abstract This paper is the culmination of a three-year study that sought to frame an initial answer to the question, "What are the circumstances and conditions under which National Board Certified teachers (NBCTs) can have a positive impact on low-performing schools?" The study, funded by Atlantic Philanthropies, was part of the National Board's more comprehensive effort to answer a number of research questions about the impacts of board certification and board certified teachers in schools and districts across the country. Keywords: Board certification; teacher certification; advanced certification; teacher quality Aprovechando lo que los Docentes Saben y Pueden Hacer: Políticas, Prácticas y acreditación por el National Board Resumen Este trabajo es el fruto de tres años de estudio que intento enmarcar una respuesta inicial a la pregunta: ¿Cuáles son las circunstancias y condiciones bajo las cuales docentes acreditados por el National Board tienen impactos positivos en escuelas de bajo desempeño? Este estudio financiado por Atlantic Philanthropies, es parte de un esfuerzo más general del National Board para contestar interrogantes acerca del impacto que las acciones del National Board y de los docentes con credenciales del National Board tienen en distritos escolares de los Estados Unidos Palabras clave: certificados del National Board; docentes con certificados del National Board, certificación avanzada, calidad docente Access this article in PDF format.   Readers are free to copy, display, and distribute this abstract and the associated article, as long as the work is attributed to the author(s) and Education Policy Analysis Archives, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or EPAA. EPAA is published jointly by the Mary Lou Fulton College of Education at Arizona State University and the College of Education at the University of South Florida. Articles are indexed by H.W. Wilson & Co. Please contribute commentary at http://epaa.info/wordpress/ and send errata notes to Sherman Dorn (epaa-editor@shermandorn.com).