| The purpose of the study was to investigate the relationships between agriscience education student achievement on a state science assessment test and agriscience teacher certification categorized as either professional or provisional. Science integration in agriscience programs is a trend in response to federal mandates for increased student academic achievement and elevated teacher certification standards in relation to Public Law 107-110, also known as the No Child Left Behind Act. In the study, science scores of agriscience students with agriscience teachers of different certification types were compared as well as the mean science scores of the sample to the general population. The sample consisted of completers of Michigan high school agriscience programs with science scores taken from the Michigan Educational Assessment Program. The agriscience population science test mean was not found to be statistically different from that of the general student population. The independent variables of teacher certification, gender and socioeconomic status did not have a statistically significant relationship with the dependent variable of science achievement. |
