The Expansion of Teach For America in North Carolina: A Case Study on Teacher Education Policy Change

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-21 - A Critical Examination of Alternative Teacher Certification Routes: What We Know and Thought We Knew

Abstract

In this paper we use critical policy analysis (Anyon, 2005; Fairclough, 1992; Lipman, 2011) to discuss the implications of recent budgetary and policy decisions in North Carolina to expand Teach for America, eliminate the North Carolina Teaching Fellows, and reduce funding for university-based teacher credentialing programs. We review ten quantitative studies on teacher preparation programs across NC and ultimately argue that the expansion of TFA and the defunding of NCTF is not supported by empirical data. Nonetheless, we conclude, this policy shift is reflective of national trend towards market-based teacher education reform.

Authors

• Beth Leah Sondel, North Carolina State University

• Meghan McGlinn Manfra, North Carolina State University