The Impact of a Teacher Residency Program on Student Outcomes: A Multiple Membership Approach

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Enhancing Teacher Preparation: Humanizing Pedagogies, Literacy Labs, and Transnational Learning in Culturally Responsive Education (Table 9)

Abstract

Emerging evidence about teacher residency programs has provided mixed results about teachers trained through residency programs and their association with increased student academic achievement compared with teachers with traditional training. Based on data from a school district in the northeast United States, researchers examined the effect of participating in a teacher residency program with traditionally trained teachers in terms of student academic outcomes. By adopting a two-level multiple memberships model using R, researchers found that teachers trained through a residency program were associated with significantly higher student overall GPAs than their traditionally trained peers. These results are in line with previous research and their significant implications are discussed.

Authors

• Preston Martin, University at Buffalo - SUNY

• Sunha Kim, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY

• Amanda Winkelsas, University at Buffalo - SUNY

• Elisabeth Etopio, University at Buffalo - SUNY

• Julie Gorlewski, Hunter College - CUNY