Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Teaching-Learning Processes

Date of Defense

11-19-2025

Graduate Advisor

Keith W. Miller

Committee

Theresa Coble

Phyllis Balcerzack

Charles Granger

Abstract

Schools across the United States face persistent challenges in strengthening mathematics and science education. The present study investigates the relationship between mathematics teachers’ qualifications and their students’ performance on standardized assessments, using data from a Midwestern urban school district’s ACT mathematics scores. Findings are discussed within the broader context of Science, Technology, Engineering, and Mathematics (STEM) education and national efforts to enhance competitiveness among industrialized nations. Despite the presence of leading universities and colleges, U.S. students continue to rank near the middle internationally in math and science achievement, according to the Pew Research Center. Contributing factors include disparities in teacher preparation, variability in instructional quality, limitations in educational resources, and inconsistent federal and state standards. Ongoing research underscores the need for more targeted and data-driven approaches to improving STEM education outcomes, particularly within a society increasingly shaped by digital technology and information systems. This study suggests that teachers’ qualifications and experience make a positive contribution to their students’ performance in standardized tests.

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