State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness. Working Paper No. 249-0321

Autor/inn/en	Comb, Meagan; Cowan, James; Goldhaber, Dan; Jin, Zeyu; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness. Working Paper No. 249-0321
Quelle	(2021), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education Programs; Program Effectiveness; Teacher Effectiveness; Teacher Evaluation; Value Added Models; Preservice Teacher Education; Elementary Secondary Education; Massachusetts + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehramtsstudiengang; Lehrerausbildung; Master-Studiengang
Abstract	States are responsible for setting and evaluating the standards that teacher preparation programs (TPPs) must meet for accreditation. Despite the considerable investment that states make in this process, no prior research has linked the ratings of TPPs generated by program reviews to inservice teacher performance. In this paper, we describe analyses of program review ratings from Massachusetts and their relationship to formal inservice teacher evaluation ratings and the value-added effectiveness of teachers. When comparisons are made across all schools and districts in the state, we find that a TPP's review scores are positively predictive of both inservice teacher evaluations and value added of TPP graduates, particularly when scores are aggregated within specific categories like partnerships and field-based practices. These relationships, however, become more modest for teacher evaluations and statistically insignificant for value added when the relationships are identified based on comparisons between TPP graduates who are teaching in the same schools and districts. It is not possible to separate whether these differences are due to the TPPs, the schools and districts themselves, or the connections between them, so future work is necessary to further validate TPP review scores in this setting and others. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01