Alternative routes: Alternative teacher certifications and STEM classroom environments

Abstract

We use data from the High School Longitudinal Study of 2009 to examine the relationship between alternative teacher certification and student perceptions of the classroom learning environment. Our results show that students from marginalized communities are more likely to be taught by alternatively certified math and science teachers. Using student and subject fixed effects models, we find that, on average, there is no significant difference in classroom learning environments between alternatively certified teachers and traditionally certified teachers. Alternatively certified math teachers are less effective in enhancing some aspects of positive classroom learning environments, yet this evidence is limited. Our findings contribute to the ongoing conversation on teacher certification pathways and teaching effectiveness by providing empirical evidence on how students differentially perceive the classroom learning environment depending on the type of certification their mathematics and science teachers hold.