Literaturnachweis - Detailanzeige
| Autor/inn/en | Backes, Ben; Goldhaber, Dan |
|---|---|
| Institution | National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| Titel | The Relationship between Pandemic-Era Teacher Licensure Waivers and Teacher Demographics, Retention, and Effectiveness in New Jersey. Working Paper No. 286-0623 |
| Quelle | (2023), (40 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teacher Certification; Accountability; Teacher Background; Teacher Persistence; Teacher Effectiveness; Beginning Teachers; Personnel Selection; Diversity (Faculty); Temporary Employment; Scores; Pandemics; COVID-19; Emergency Programs; New Jersey |
| Abstract | The onset of the pandemic in spring 2020 substantially disrupted routes into teaching and offered a unique opportunity to study this process with different requirements for initial entry into the classroom. We examine the impacts of the Temporary Certificate of Eligibility (Temporary CE), which allowed teacher candidates in New Jersey to enter the workforce before completing assessment and performance requirements. Relative to the novice teacher workforce before the pandemic, Temporary CE teachers were substantially more diverse without any significant effects on teacher performance or student test scores. However, Temporary CE holders were less likely to remain in the same school or in the New Jersey teaching workforce between 2020-21 and 2021-22. Although Temporary CE holders disproportionately entered through alternate routes into teaching, these patterns hold for both traditional- and alternate-route entrants. (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 |
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