Critics and Critical Analysis: Lessons From 18,000 P-12 Students in Candidate Classrooms

• In Event: Roundtable Session 11
  In Roundtable Session: Voices From the Field: Stakeholder Perceptions of Teacher Preparation Program Quality and Effectiveness

Abstract

A research-based, transferable model for documenting the impact of a teacher education program on both candidate preparation and program effectiveness was developed and will be shared. Programs can partially address the concerns of critics of educator preparation programs by providing verifiable evidence of P-12 student learning in candidate classrooms. Measures of student learning in teacher candidate classrooms are an important component of data used for continuous program improvement. This research examines the impact on program improvement of systematic gathering of learning data from over 18,000 P-12 students over a five-year time period. Results show student learning gains by ethnicity, learning needs, gender, socioeconomic status, and level of instruction.

Authors

• Jacqueline C. Waggoner, University of Portland

• James B. Carroll, University of Portland

• Hillary Merk, University of Portland

• Bruce N. Weitzel, University of Portland