Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646

Autor/inn/en	Papay, John P.; West, Martin R.; Fullerton, Jon B.; Kane, Thomas J.
Institution	National Bureau of Economic Research
Titel	Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency. NBER Working Paper No. 17646
Quelle	(2011) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Alternative Teacher Certification; Teacher Education Programs; Mentors; Praxis; Urban Schools; Public Schools; Diversity (Faculty); Mathematics Instruction; Science Instruction; Teacher Persistence; Teacher Effectiveness; Educational Improvement; Academic Achievement; Evidence; Massachusetts + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Evidenz; Master-Studiengang
Abstract	The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through year five. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their fourth and fifth years they out-perform veteran teachers. Simulations of the program's overall impact through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run. (As Provided).
Anmerkungen	National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10