ABSTRACT This empirical census study was a quasi-experimental analysis of certification level (primary vs. secondary) and in-field vs. out-of-field certification. The sample included chemistry teachers (n = 2312) and physics teachers (n = 1387) in New York State in 2011–12. Findings indicated that the number of out-of-field teachers was relatively low, but this masked disparities in locale and socioeconomic status, with higher incidence of out-of-field teachers in urban and high need schools. Multivariable regression analyses indicated students of out-of-field teachers did not perform as well as students of certified teachers, however, performance was not related to whether teachers had primary or secondary certification. School-level socioeconomic status was the main predictor of student performance. Implications related to equity considerations and science teacher certification policy are discussed.

中文翻译：

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化学和物理领域外的教学：一项实证普查研究

摘要 这项实证普查研究是对认证级别（初级与二级）以及现场与场外认证的准实验分析。样本包括 2011-12 年纽约州的化学教师 (n = 2312) 和物理教师 (n = 1387)。结果表明，外地教师的数量相对较少，但这掩盖了地区和社会经济地位的差异，城市和高需求学校的外地教师发生率较高。多变量回归分析表明，外地教师的学生表现不如认证教师的学生，但是，表现与教师是否具有小学或中学认证无关。学校水平的社会经济地位是学生成绩的主要预测因素。