How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement

Autor/inn/en	Boyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James
Titel	How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement
Quelle	In: Education Finance and Policy, 1 (2006) 2, S.176-216 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-3060
DOI	10.1162/edfp.2006.1.2.176
Schlagwörter	Urban Schools; Poverty; Teacher Education Programs; Academic Achievement; Elementary School Teachers; Mathematics Achievement; Language Arts; Teacher Effectiveness; Achievement Gains; Elementary School Students; Comparative Analysis; Public School Teachers; Schools of Education; Alternative Teacher Certification; Educational Policy; New York + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Erziehungswissenschaftliche Fakultät; Politics of education; Bildungspolitik
Abstract	We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3-8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask whether teachers who enter through new routes, with reduced coursework prior to teaching, are more or less effective at improving student achievement. When compared to teachers who completed a university-based teacher education program, teachers with reduced coursework prior to entry often provide smaller initial gains in both mathematics and English language arts. Most differences disappear as the cohort matures, and many of the differences are not large in magnitude, typically 2 to 5 percent of a standard deviation. The variation in effectiveness within pathways is far greater than the average differences between pathways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10