Teacher Preparation Programs and Teacher Effectiveness in North Carolina Public Schools

• In Event: Roundtable Session 28
  In Roundtable Session: Teacher Workforce Development and Management

Abstract

This study investigates the relationship between teacher preparation and teacher effectiveness by disentangling the relative contributions of teacher preparation program selectivity and teacher preparation program features to beginning teacher effectiveness, using data on program selection criteria, course-taking requirements, and field work experiences.

Using data from the North Carolina, I investigate the relationship between the features of university-based teacher preparation programs and beginning teachers’ effectiveness in improving student achievement outcomes, that is, beginning teachers’ value-added. To that end, I ask the following research questions:
1. What are the program features of various teacher preparation programs in North Carolina?
2. What is the relationship between program admission requirements and program features and beginning teacher effectiveness as measured by value-added?

Author

• Courtney Preston, Florida State University