"The Impact of Bilingual Teacher License, and Years of Experience on Bi" by Cuauhtemoc D. Reyes

Graduation Term

Spring 2025

Degree Name

Doctor of Education (EdD)

Department

Department of Educational Administration and Foundations: Educational Administration

Committee Chair

John Rugutt

Committee Member

Lydia Kyei-Blankson

Committee Member

Mohamed Nur-Awaleh

Abstract

The body of literature had an ongoing debate of which certification or license type had a greater impact on student achievement. Nevertheless, there were insufficient studies that focused on the impact of certification type and years of experience in the Bilingual camp. Therefore, the purpose of this dissertation was to explore the findings of the various impact Bilingual teacher license, years of experience, and both Bilingual license and years of experience had on Bilingual student reading achievement. Hence, the dissertation used a quantitative causal-comparative design and explored the research questions. The findings varied from grade levels, school years, and languages. Nevertheless, when license and years of experience were totaled into two distinct groups, years of experience was a more predictive indicator of student English reading achievement than license. Moreover, going back to the ongoing debate in the body of literature, the overall results of teacher license type when grouped in two camps, traditional and alternative, displayed a trend in favor of traditional licensed teachers that had a greater impact on student English reading achievement. However, in this study, the converse was evident in Spanish reading achievement. Even though there were insufficient statistically significant results in favor of traditional license teachers, it is possible there were practical significant results in favor of traditional license teachers.

Access Type

Dissertation-Open Access

Share

COinS