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The Effects of Teacher Entry Portals on Student Achievement

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Title: The Effects of Teacher Entry Portals on Student Achievement
Language: English
Authors: Henry, Gary T., Purtell, Kelly M., Bastian, Kevin C., Fortner, C. Kevin, Thompson, Charles L., Campbell, Shanyce L., Patterson, Kristina M.
Source: Journal of Teacher Education. Jan-Feb 2014 65(1):7-23.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2014
Document Type: Reports - Research
Journal Articles
Education Level: Elementary Secondary Education
Descriptors: Teacher Effectiveness, Teacher Education Programs, Teacher Education, Achievement Gains, Academic Achievement, Out of State Students, In State Students, Comparative Analysis, Beginning Teachers, Hierarchical Linear Modeling, Educational Policy, Statistical Analysis, Educational Research, Evidence, Classification, Cohort Analysis, Predictor Variables, College Outcomes Assessment, Educational Indicators
Geographic Terms: North Carolina
DOI: 10.1177/0022487113503871
ISSN: 0022-4871
Abstract: The current teacher workforce is younger, less experienced, more likely to turnover, and more diverse in preparation experiences than the workforce of two decades ago. Research shows that inexperienced teachers are less effective, but we know little about the effectiveness of teachers with different types of preparation. In this study, we classify North Carolina public school teachers into "portals"--fixed and mutually exclusive categories that capture teachers' formal preparation and qualifications upon first entering the profession--and estimate the adjusted average test score gains of students taught by teachers from each portal. Compared with undergraduate-prepared teachers from in-state public universities, (a) out-of-state undergraduate-prepared teachers are less effective in elementary grades and high school, (b) alternative entry teachers are less effective in high school, and (c) Teach For America corps members are more effective in STEM subjects and secondary grades.
Abstractor: As Provided
Number of References: 48
What Works Clearinghouse (WWC) Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/1116
Entry Date: 2014
Accession Number: EJ1019823
Database: ERIC
FullText Text:
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  Data: The Effects of Teacher Entry Portals on Student Achievement
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  Data: <searchLink fieldCode="AR" term="%22Henry%2C+Gary+T%2E%22">Henry, Gary T.</searchLink><br /><searchLink fieldCode="AR" term="%22Purtell%2C+Kelly+M%2E%22">Purtell, Kelly M.</searchLink><br /><searchLink fieldCode="AR" term="%22Bastian%2C+Kevin+C%2E%22">Bastian, Kevin C.</searchLink><br /><searchLink fieldCode="AR" term="%22Fortner%2C+C%2E+Kevin%22">Fortner, C. Kevin</searchLink><br /><searchLink fieldCode="AR" term="%22Thompson%2C+Charles+L%2E%22">Thompson, Charles L.</searchLink><br /><searchLink fieldCode="AR" term="%22Campbell%2C+Shanyce+L%2E%22">Campbell, Shanyce L.</searchLink><br /><searchLink fieldCode="AR" term="%22Patterson%2C+Kristina+M%2E%22">Patterson, Kristina M.</searchLink>
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1177/0022487113503871
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  Data: The current teacher workforce is younger, less experienced, more likely to turnover, and more diverse in preparation experiences than the workforce of two decades ago. Research shows that inexperienced teachers are less effective, but we know little about the effectiveness of teachers with different types of preparation. In this study, we classify North Carolina public school teachers into "portals"--fixed and mutually exclusive categories that capture teachers' formal preparation and qualifications upon first entering the profession--and estimate the adjusted average test score gains of students taught by teachers from each portal. Compared with undergraduate-prepared teachers from in-state public universities, (a) out-of-state undergraduate-prepared teachers are less effective in elementary grades and high school, (b) alternative entry teachers are less effective in high school, and (c) Teach For America corps members are more effective in STEM subjects and secondary grades.
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  Data: As Provided
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  Data: 48
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  Data: Meets Evidence Standards with Reservations
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        Value: 10.1177/0022487113503871
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      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Teacher Education
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Out of State Students
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      – SubjectFull: In State Students
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Beginning Teachers
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      – SubjectFull: Hierarchical Linear Modeling
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      – SubjectFull: North Carolina
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      – TitleFull: The Effects of Teacher Entry Portals on Student Achievement
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