The Investigation of the Impact of a Teacher Residency Program on Student Grades Using Latent Growth Curve Modeling

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Teacher Induction Roundtable 1 (Table 7)

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 longitudinal effect of participating in a teacher residency program with traditionally trained middle and high school teachers in terms of student academic outcomes. By adopting latent growth curve modeling using R, researchers compared students taught by residency-trained teachers to those instructed by traditionally trained teachers. Results indicate that students in social studies classrooms with residency-trained teachers exhibited significantly higher grades over time. The implications of these findings 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