Subscribe to thousands of academic journals for just $40/month
Read and share the articles you need for your research, all in one place.

Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana

Journal of Teacher Education , Volume 63 (5) – Jan 1, 2012

Details

Publisher
Sage Publications
Copyright
© 2012 by SAGE Publications
ISSN
0022-4871
eISSN
1552-7816
D.O.I.
10.1177/0022487112439894
Publisher site
See Article on Publisher Site

Preview Only

Expand Tray Hide Tray

Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana

Abstract

Achievement outcomes for students taught by recent program completers of Louisiana’s teacher preparation programs (TPPs) are examined using hierarchical linear modeling of State student achievement data in English language arts, reading, mathematics, science, and social studies. The current year’s achievement in each content area is predicted using previous achievement data, student characteristics, classroom characteristics (e.g., percentage of students with disabilities), school characteristics, and attendance of teachers and students. The contribution of a teacher having recently completed a specific TPP is modeled at the classroom level as an indicator variable for each TPP. Results for programs with 25 or more new teachers are reported. Results demonstrate substantial overlap in confidence intervals (CI) among programs. In some instances, 68% and/or 95% CI for programs in specific content areas did not overlap results for the average new teacher or experienced teachers (i.e., they were lower than average new teachers or higher than average experienced certified teachers). Results varied across content areas for some programs.
Loading next page...

Preview Only. This article cannot be rented because we do not currently have permission from the publisher.

 
/lp/sage/do-student-achievement-outcomes-differ-across-teacher-preparation-uRbPZvns5l