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148 Journal of Urban Education: Focus on Enrichmentassessment and far more likely to be teaching inthe less problematic areas (Goldhaber, 2003), thenonce again we see the children of the disadvantagedbackground left behind. Unfortunately,these are typically the urban children.Although the politics of NCLB have yet to be totallyunderstood, it must be said that the legislationcame about out of a desire to ‚catch‛ thechildren who were ‚falling through the cracks‛ ofan overburdened system. Many of the initialkinks of NCLB have been ironed out and in manystates NBPTS is being hailed as one way of determining‚highly qualified.‛ But in view of thefact that nationwide we see an obvious lack ofNBCTs in the low performing urban areas and alack of persons who typically teach in those areasfinding favor with the board (Goldhaber, 2003;Norris, 2005), we are seeing the disadvantaged ofsociety pushed aside and marginalized one moretime.CONCLUDING THOUGHTSOur business – teaching and learning – is notoriousfor driving headstrong into unclear areaswith little forethought, preparation or understanding.We should be reminded of the oldadage, ‚not putting all your eggs in one basket.‛Limiting our choices certainly limits our effectiveness.Many seem to miss the greatest irony in the NationalBoard question. We are the social/ behavioralsciences – an area in which there is a fargreater degree of inexactness and imperfectionnot typically found in other service professions.As educators, our work is immensely influencedby factors far outside our control. We know thatin the provision of services to various sectors ofsociety, one size can never fit all yet this does notseem to be the case with the blind acceptance ofthe tenets espoused by and certification grantedby the National Board. It cannot be said in anyspirit of intellectual honesty that the ideals andpractices purported by the National Board arebad or wrong, or that those who pursue and are‚identified‛ by the board as superior are anythingless. But in that same spirit of intellectual honesty,we simply do not know that this designation ofexcellence is better than any other, or that such adesignation is in any way linked to improvement.In light of the implications of NCLB and theachievement discrepancies between minoritiesand subgroups it should concern most that thisdesignation of excellence seems to do little to thatend. We are investing a lot in what we aren’t sureis doing much, particularly in the areas most inneed. We need to proceed with caution. We definitelyneed to ask more questions.REFERENCESArcher, J. (2002). National board is pressed to prove certifiedteachers make difference. Education Week, 21(20), 1, 11.Bond, L. (1998a). Validity and equity in the assessment of accomplishedteaching: Studies of adverse impact and theNational Board for Professional Teaching Standards. Paperpresented at the annual conference of the AmericanEducational Research Association, San Diego,CA.Bond, L. (1998b). Disparate impact and teacher certification.Journal of personnel evaluation in education, 12(2),211-20Bond, L., Jaeger, R., Smith, T. & Hattie, J. (2000). The certificationsystem of the National Board for ProfessionalTeaching Standards: A construct and consequential validitystudy. Center for educational research andevaluation, University of North Carolina at Greensboro.Burroughs, R., Schwartz, T.A. and Hendricks-Lee, M.(2000). Communities of practice and discoursecommunities; Negotiating boundaries of NBPTScertification. Teacher's college record, 102 (2), 311-71.Burroughs, R. (2001). Composing standards and composingteachers: The problem of national board certification.Journal of Teacher Education, 52(3), 223-32.Camilli, Gregory; Turner, Richard L (1988). The Influenceof Salary Schedule Variables on Teacher Applicant Pools,Retention, and Advanced Degrees, and on StudentAchievement. ERIC No. ED310500.Cavalluzzo, L. (2004). Is national board certification an effectivesignal of teacher quality? Alexandria, VA: The
Journal of Urban Education: Focus on Enrichment 149CAN Corporation. Retrieved September 14, 2007from: http://www.cna.org/documents/ CavalluzzoStudy.pdf.Chall, J. S. (2000). The academic achievement challenge: Whatreally works in the classroom. New York: Guilford.Delpit, L. (1996) Other people's children: cultural conflict inthe classroom. New York: The New Press.Goldhaber, D. (2003) NBPTS certification: Who applied andwhat factors are associated with success? Retrieved November12, 2007 from: http://www.urban.org/url.cfm?ID=410656.Goldhaber, D. and Anthony, E. (2004). Can teacher qualitybe effectively assessed? Washington, DC: Urban Institute.Available. Retrived on October 30, 2007 from:http://www.urban.org/url.cfm?ID=410958.Holland, R. (2002a). Findings prompt scrutiny of nationalcertification board. Retrieved March 2007 from:http://www.heartland.org/education/ug02/findings.htm.Holland, R. (2002b). National certification: Advancing qualityor perpetuating mediocrity? Retrieved March 30,2007 from: http://lexington http//: ww.institute.org.Pool, J.E., Elliott, C.D., Schiavone, S. & Carey-Lewis, C.(2001). How valid are the national board of professionalteaching standards assessments for predictingthe quality of actual classroom teaching andlearning: Results of six mini case studies. Journal ofpersonnel evaluation in education, 15 (1), 31-48.Rotberg, I.C., Hatwood-Futrell, M., and Lieberman, J.(1998). National board certification: increasing participationand assessing impacts. Phi delta kappan,462-67.Stone, J.E. (2002). The value-added achievement gains ofNBPTS- certified teachers in Tennessee: A brief report.Retrieved September 14, 2007 from: http://www.education-consumers.com/briefs /StoneNBPTS.shtmVandervoort, L. G., Amrein-Beardsley, A. & Berliner, D.C. (2004, September 8). National board certifiedteachers and their students' achievement. EducationPolicy Analysis Archives, 12(46). Retrieved September14, 2007 from: http://epaa.asu.edu/epaa/v12n46/.Wright, D. (1990). School leaders question costs, competitionof nationally certified teachers. School administrator,47 (2), 22-25.Irvine, J. & Fraser, J.W. (1998). Warm demanders. Educationweek, May 13, 1998, p. 35.Moore, D.M. (1999). The National Board for ProfessionalTeaching Standards (NBPTS) assessment: Learningstyles and other factors that lead to success. Unpublisheddoctoral dissertation, University of Cincinnati,OH.Nehrig, J. (2001). Certifiably strange. Teacher magazine,13(1), 49-51Norris, N.D. (2004). The promise and failure of progressiveeducation. Lanham, MD: Scarecrow Education.Norris, N.D. (2005). A study of national board certifiedteachers in Louisiana relative to salaries, districtperformance, socioeconomic status and minoritypopulation. The Journal of the Louisiana EducationalResearch Association. Fall, 2005Petrosky, A.R. (1994). Schizophrenia, the national boardfor professional teaching standards’ policies, andme. English journal, 83(7), 33-42.Podgursky, M. (2001a). Should states subsidize nationalcertification? Education week, 20(30), 38,40,41..Podgursky, M. (2001b). Defrocking the national board.Education next. Retrieved September 14, 2007from:http://www.educationnext.org/20012/ 79.html
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