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The study finds that National Board teachers are significantly more likely to host student teachers, and student teachers supervised by National Board teachers show a modestly higher likelihood of being hired within three years, controlling for other factors. No consistent significant relationship emerges between cooperating teacher National Board status and later teacher attrition or value-added outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/national-board-certification-as-a-signal-of-cooperating-teacher-quality/590359/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/national-board-certification-as-a-signal-of-cooperating-teacher-quality/590359.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the paper treat National Board Certification as a useful proxy for mentor effectiveness?","Question",{"text":112,"@type":113},"Because specific quantitative measures of cooperating teacher effectiveness (e.g., value added and performance evaluations) are often not observable to those making student-teaching placements, while National Board status is easily observed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What effect does National Board status have on student teacher hosting?",{"text":117,"@type":113},"The paper reports that National Board teachers are considerably more likely to host student teachers compared with their peers.",{"name":119,"@type":110,"acceptedAnswer":120},"Does cooperating teacher National Board status consistently predict later teacher performance or attrition?",{"text":121,"@type":113},"The paper finds no consistent significant relationship between cooperating teacher National Board Certification and later attrition or value-added of the teachers they supervised.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590359,1792161006,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJanuary-December 2025, Vol. 11, No. 1, pp. 1–20 DOI: 10. 1177/23328584251334375  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nNational Board Certification as a Signal of Cooperating Teacher Quality  \nDan Goldhaber  \nUniversity of Washington  \nJohn Krieg  \nWestern Washington University  \nRoddy Theobald  \nAmerican Institutes for Research  \nGrace Falken  \nUniversity of Washington  \nPrior research suggests that more effective teachers may also be better mentors for preservice student teachers, but the specific measures of cooperating teacher effectiveness considered in the prior quantitative literature (value added and performance evaluations) are infrequently observable to individuals responsible for student teaching placements. In this paper, we consider a more easily observed proxy for mentor effectiveness: National Board (NB) Certification. We find that NB teachers are considerably more likely to host student teachers, and student teachers supervised by NB teachers are slightly more likely to be hired within three years, all else equal, but we find no consistent significant relationship between cooperating teacher NB Certification and the later attrition or value added of the teachers they supervised.  \nKeywords: teacher education/development, teacher research, economics of education, longitudinal studies, regression analyses  \nIntroduction  \nTeachers certified by the National Board (henceforth, NB teachers) have long been touted as a resource for school improvement, including through the mentorship of new and prospective teachers (Darling-Hammond, 2010; Farrell, 2005) . There are good theoretical and empirical arguments to think there may be benefits associated with having National Board–certified teachers (henceforth referred to as NBCTs) serve as cooperating teachers for student teachers (henceforth referred to as “teacher candidates”) completing required preserve student teaching. The National Board for Professional Teaching Standards (NBPTS) argues that the National Board Certification process emphasizes teacher commitment to student learning, community, subject matter expertise, and continual self-improvement. Matching teacher candidates with NBCTs introduces the opportunity for candidates to integrate some of these characteristics in their own teaching practice.  \nThe number of teachers certified by NBPTS has grown by roughly 100,000 over the last two decades.1 The 120,000 NB teachers in 2020–21 (NBPTS, 2022) represent about 5% of the public school teacher workforce nationwide. States and districts sometimes note the perceived benefits of NBCTs; for example, the Kentucky Department of Education notes that “teachers who successfully meet National Board Certification requirements strengthen the teaching profession by mentoring new teachers, serving as role models and master teachers for teacher candidates, and assisting other teachers who seek National Board Certification” (Waddle, 2023). But despite few documented policies incentivizing or prioritizing student teaching placements with NB teachers, likely due to the informal nature of student teaching placements in most settings (e.g., St. John et al., 2021), it is clearly a policy that could be implemented if these placements are viewed as beneficial. Specifically, NB Certification is easily observable to the individuals responsible for student teaching placements for teacher education programs and districts  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the ","cbCais7sb9t0PiSj","https://ap.wps.com/l/cbCais7sb9t0PiSj","pdf",943589,"English","# Introduction\n## National Board Certification and cooperating teachers\n## Policy context and observable placement factors\n## Links to candidate effectiveness\n## Mechanisms from qualitative evidence\n## Study contribution and research focus","[{\"question\":\"Why does the paper treat National Board Certification as a useful proxy for mentor effectiveness?\",\"answer\":\"Because specific quantitative measures of cooperating teacher effectiveness (e.g., value added and performance evaluations) are often not observable to those making student-teaching placements, while National Board status is easily observed.\"},{\"question\":\"What effect does National Board status have on student teacher hosting?\",\"answer\":\"The paper reports that National Board teachers are considerably more likely to host student teachers compared with their peers.\"},{\"question\":\"Does cooperating teacher National Board status consistently predict later teacher performance or attrition?\",\"answer\":\"The paper finds no consistent significant relationship between cooperating teacher National Board Certification and later attrition or value-added of the teachers they supervised.\"}]","National Board Certification as a Signal of Cooperating Teacher Quality | PDF",1792069419]