Mathematical and Theoretical Biology Institute (MTBI)

1. Mathematical and Theoretical Biology Institute (MTBI) Research Mentor: Carlos Castillo-Chavez Graduate Research Associate: Edgar Diaz Participants: Matt Davenport Eric Heim Stephanie Huckins 4 Conclusion The model predicts that schools with a larger percentage of non-highly qualified teachers will have lower scores, while schools with more educated teachers will do better. On the other hand, the model implies that a higher student teacher ratio will result in better scores. The model in fact predicts higher scores in schools with larger populations. Surprisingly, the model does not show a relationship between more teacher experience and higher scores. The model can be used to make predictions of how to adjust the variables to produce a desired reasonable increase in MSS. It predicts for some schools it is practical to increase MSS by reducing the percent of teachers who are non-highly qualified to zero, while increasing the average educational level to 7 years, corresponding to a Masters degree for many teachers. 3 Results 1 Program Description The Mathematical and Theoretical Biology Institute (MTBI) supports the development of students through educational, research and mentorship activities from high school to the postdoctoral level. The program offers an intensive eight week summer research experience for those that are interested in working in the mathematical, statistical and the natural and social sciences fields. Within this program, the students receive intensive research training, research opportunities, and long-term support from its mentors. MSTF ParticipantsAs part of the MSTF program, we were introduced as active participants in the MTBI program. During our five week program, we participated in research training, attended conferences, and conducted a research project of our own. 5 References • 1. Arizona Department of Education. School Report Cards. (Accessed July 9, 2009, at http://www.ade.az.gov/) • National Center for Education Statistics. August 2008. Education and Certification Qualifications of Department Public High School-Level Teachers of Core Subjects. • U.S. Department of Education. State Information (Accessed July 15, 2009, at http://www.ed.gov/index.jhtml). 2 Research Project Abstract The main goal of this study is to quantify the impact of teacher qualifications on student achievement. For this study, we utilized a multiple regression model that examines the effects of teacher qualifications on high school students’ success. The model indicates that schools with a larger percentage of non-highly qualified teachers will have lower scores, while schools with more educated teachers will do better. The Model M=κQ+δD+ρR+σS+εE+μ Special Thanks Also To: Christopher Kribs-Zaleta, Fred Brauer, Jose Flores, Nala Brewer, Robert Culbertson, and Janet Bond-Robinson Funding Source: Science Foundation Arizona, National Science Foundation, and Arizona State University