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Evaluating Teacher Preparation Programs Using the Performance of their Graduates by Cory Koedel & Eric Parsons - November 04, 2014In a recent article the authors use data from Missouri to show that differences between traditional teacher preparation programs, measured in terms of the effects of their graduates on student achievement, are smaller than has been suggested by previous research in other states. Indeed, they find that most programs in Missouri are statistically indistinguishable from one another. The authors identify a technical error made in previous work to which they attribute their discrepant findings. In short, some previous studies have failed to properly account for teacher sampling, and in doing so, have overstated the extent to which graduates from different teacher preparation programs truly differ. This commentary considers the implications of this result in the context of the current policy push for more rigorous evaluations of teacher preparation programs.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Cory Koedel
University of Missouri
E-mail Author
CORY KOEDEL is an associate professor in the Economics Department and Truman School of Public Affairs at the University of Missouri-Columbia. Dr. Koedel has served on several technical advisory panels related to school and teacher evaluations for school districts, state education agencies and non-profit organizations. He received his Ph.D. in economics from the University of California-San Diego.
- Eric Parsons
University of Missouri
E-mail Author
ERIC PARSONS is an assistant research professor in the Economics Department at the University of Missouri-Columbia. His research interests are in the areas of school and teacher quality, value-added modeling, and the performance of high-achieving students. Dr. Parsons received his PhD in economics from the University of Missouri–Columbia in 2013.
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