Evaluating Teacher Preparation Programs Using the Performance of their Graduates


by Cory Koedel & Eric Parsons - November 04, 2014

In 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:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Evaluating Teacher Preparation Programs Using the Performance of their Graduates
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: November 04, 2014
https://www.tcrecord.org ID Number: 17741, Date Accessed: 2/23/2020 2:15:17 PM

Purchase Reprint Rights for this article or review