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

Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Teacher Education SAGE

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.
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