The Impact of a Teacher Residency Program on Students With Teacher Ethnicity as a Moderator

• In Event: Research on Teacher Induction Paper Session

Abstract

Teacher residency programs in the USA hold promise for enhancing teacher diversity, quality, and retention. Yet, limited conclusive evidence exists regarding their impact on student outcomes, necessitating further quantitative studies. Our research analyzed quantitative data from a university-based, student-, school-, and community-focused teacher residency program. Using multilevel structural equation modeling with Bayesian methods, we conducted a comparison of students' academic performance between residency program teachers and non-residency teachers. We explored the potential differential effect by including teacher ethnicity/race as a moderator. Results revealed a positive impact of the teacher residency program on student outcomes, with no differential effect based on ethnicity/race. Our findings have implications for promoting racial equitable education through teacher residency programs.

Authors

• Sunha Kim, University at Buffalo - SUNY

• Preston Martin, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY

• Julie Gorlewski, Hunter College - CUNY

• Amanda Winkelsas, University at Buffalo - SUNY

• Elisabeth Etopio, University at Buffalo - SUNY