How Beginning Teachers' Instructional Quality Is Associated With Similarities Between Field Placements and First-Year Schools

• In Event: Getting Ready for Post-Pandemic Classrooms: Insights on the Hiring and Training of Teachers

Abstract

Recent research has found that the degree of similarity between a teaching candidate’s field placement school and the school where they begin working as a full-time teacher is associated with their value-added measures (VAM) scores (Goldhaber et al., 2017; Krieg et al., in press). The study presented here builds on these studies to examine whether the degree of similarity between one’s field placement school and their first-year school is associated with beginning elementary teachers’ instructional quality in mathematics and English language arts. Our analyses revealed that the degree of similarity between one’s field placement and first-year school in terms of student race/ethnicity, socio-economic status, and English Learner status was associated with aspects of first-year teachers’ instructional quality on both subjects.

Authors

• Jason Michael Miller, Eastern Kentucky University

• Peter A. Youngs, University of Virginia

• Kim Evert, Middle Tennessee State University

• Dorothea M. Anagnostopoulos, The University of Connecticut

• Corey Drake, Michigan State University