Widening the Pathway: Implementation and Impacts of Alternative Teacher Preparation Programs across Three Contexts. Research Report. RR-A281-1
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| Title: | Widening the Pathway: Implementation and Impacts of Alternative Teacher Preparation Programs across Three Contexts. Research Report. RR-A281-1 |
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| Language: | English |
| Authors: | Huguet, Alice, Doss, Christopher Joseph, Master, Benjamin K., Unlu, Fatih, Sousa, Jessica L., Christianson, Karen, Baker, Garrett, RAND Education and Labor |
| Source: | RAND Corporation. 2021. |
| Availability: | RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org |
| Peer Reviewed: | Y |
| Page Count: | 60 |
| Publication Date: | 2021 |
| Sponsoring Agency: | TNTP Department of Education (ED) |
| Contract Number: | U367D170012 |
| Intended Audience: | Policymakers |
| Document Type: | Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Alternative Teacher Certification, Program Implementation, Program Evaluation, Teacher Recruitment, Teacher Persistence, Teacher Shortage, School Districts, Partnerships in Education, Teacher Selection, Minority Group Teachers, Academic Achievement, Achievement Gains, Grants, Federal Aid, Educational Improvement, Teacher Effectiveness, Faculty Development, Race, Ethnicity, Comparative Analysis, Teacher Characteristics, Elementary Secondary Education |
| DOI: | 10.7249/RR-A281-1 |
| Abstract: | The authors of this report offer an in-depth analysis of the Teacher Effectiveness and Certification (TEACh) program, an alternative teacher preparation program intended to train diverse cohorts of high-quality teaching candidates to fill hard-to-staff positions. They follow three TEACh programs in different regions of the United States, which were established in partnerships between TNTP (formerly known as The New Teacher Project) and local partner organizations. The partner organizations differed, with one consisting of a medium-size school district, one a large district, and one a nonprofit consortium serving charter schools and two small districts. In these regions, TNTP advised its partner organizations about recruiting, selecting, training, and supporting cohorts of teachers in a gradual release model over the course of three years, with the partner organization taking full responsibility in the third year. This report analyzes implementation and impacts of the TEACh programs in the 2018-2019 and 2019-2020 school years, which comprised the programs' first two cohorts of teacher candidates. It is composed of two complementary studies, one focused on the implementation of the TEACh programs and the second on the programs' impact on teacher hiring and retention and on student outcomes. The investigation showed that overall he TEACh programs were generally successful at recruiting substantial numbers of new teachers. These teachers were somewhat more diverse than other new teacher hires. They were not significantly different from other new teacher hires in terms of their effects on student achievement in their first year, although there is some evidence that they were more effective by their second year on the job. However, it is not clear the extent to which the programs will be sustained by the local partner organizations after the grant and TNTP's involvement ends. This report offers guidance to leaders and policymakers across the country who may be interested in enhancing the supply of skilled teachers to work in kindergarten through 12th grade education (K-12) schools through alternative pathways and preparation programs. [For this report's appendixes, see ED616533.] |
| Abstractor: | ERIC |
| Entry Date: | 2022 |
| Accession Number: | ED616532 |
| Database: | ERIC |
| Abstract: | The authors of this report offer an in-depth analysis of the Teacher Effectiveness and Certification (TEACh) program, an alternative teacher preparation program intended to train diverse cohorts of high-quality teaching candidates to fill hard-to-staff positions. They follow three TEACh programs in different regions of the United States, which were established in partnerships between TNTP (formerly known as The New Teacher Project) and local partner organizations. The partner organizations differed, with one consisting of a medium-size school district, one a large district, and one a nonprofit consortium serving charter schools and two small districts. In these regions, TNTP advised its partner organizations about recruiting, selecting, training, and supporting cohorts of teachers in a gradual release model over the course of three years, with the partner organization taking full responsibility in the third year. This report analyzes implementation and impacts of the TEACh programs in the 2018-2019 and 2019-2020 school years, which comprised the programs' first two cohorts of teacher candidates. It is composed of two complementary studies, one focused on the implementation of the TEACh programs and the second on the programs' impact on teacher hiring and retention and on student outcomes. The investigation showed that overall he TEACh programs were generally successful at recruiting substantial numbers of new teachers. These teachers were somewhat more diverse than other new teacher hires. They were not significantly different from other new teacher hires in terms of their effects on student achievement in their first year, although there is some evidence that they were more effective by their second year on the job. However, it is not clear the extent to which the programs will be sustained by the local partner organizations after the grant and TNTP's involvement ends. This report offers guidance to leaders and policymakers across the country who may be interested in enhancing the supply of skilled teachers to work in kindergarten through 12th grade education (K-12) schools through alternative pathways and preparation programs. [For this report's appendixes, see ED616533.] |
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| DOI: | 10.7249/RR-A281-1 |
