Predicting Persistence in Educator Preparation Programs: Examining Current Practices and the Possibility for Transformative Change

• In Event: Recruitment and Retention for Specific Teacher Populations

Abstract

Research on characteristics of students who persistence in college is extensive, but the literature on student persistence in educator preparation programs (EPP) is almost non-existent. We examined the relationship between student demographic characteristics and persistence to two major milestones at or near the end of the EPP. Using logistic regression models and data from 3,674 teacher candidates enrolled in a large, public, Hispanic-serving university teacher preparation program, we found that Pell-eligible students and males were significantly less likely to complete student teaching, but equally likely to complete the courses immediately prior to student teaching. The results fill a large gap in the research literature and have important implications for federal and state policies and for supports that EPPs implement.

Authors

• James P Van Overschelde, Texas State University

• Karen L.B. Burgard, Texas A&M University - San Antonio