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The debate on certification requirements is flourishing in several states. Within the context of the debate is the assumption that a positive relationship exists between certification and teaching effectiveness. Although this assumption may be valid, the relationship is yet to be firmly established empirically. In this study, the authors examine the relation ship between mathematics teacher certi fication and teaching effectiveness. They report a positive relationship between the two variables and make suggestions for further study.
Hawk et al. (Wed,) studied this question.