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Evaluation of Teacher Preparation Programs: A Reality Show in Kentucky

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Author Info

  • Sharon Kukla-Acevedo

    ()
    (Deparment of Political Science, Central Michigan University)

  • Megan Streams

    (College of Public Service and Urban Affairs, Tennessee State University)

  • Eugenia F. Toma

    (Martin School of Public Policy and Administration, University of Kentucky)

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    Abstract

    Title II of the Higher Education Act requires states to evaluate their teacher preparation programs (TPPs). In response, many states have introduced measures to evaluate TPPs similar to the ways in which they are evaluating K-12 schools. Some states, including Kentucky, have initiated pilot projects to assess the feasibility of statewide TPP evaluations. This paper stems from the Kentucky initiative and addresses methodological and data issues raised by the efforts to evaluate teacher preparation programs. This paper identifies some of the conceptual and empirical challenges of TPP evaluations. The purpose of this exercise is to serve as a model of learning for scholars interested in TPP evaluation and for policymakers and practitioners who are considering similar types of evaluations for their states.

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    File URL: http://www.ifigr.org/publication/ifir_working_papers/IFIR-WP-2009-09.pdf
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    Bibliographic Info

    Paper provided by University of Kentucky, Institute for Federalism and Intergovernmental Relations in its series Working Papers with number 2009-09.

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    Length: 37 pages
    Date of creation: Mar 2009
    Date of revision:
    Handle: RePEc:ifr:wpaper:2009-09

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    Related research

    Keywords: Teacher preparation; evaluation; student achievement;

    This paper has been announced in the following NEP Reports:

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    1. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008. "Teacher Preparation and Student Achievement," NBER Working Papers 14314, National Bureau of Economic Research, Inc.
    2. Donald Boyd & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2005. "The draw of home: How teachers' preferences for proximity disadvantage urban schools," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 24(1), pages 113-132.
    3. Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2006. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," Education Finance and Policy, MIT Press, vol. 1(2), pages 176-216, April.
    4. Charles T. Clotfelter & Helen F. Ladd & Jacob L. Vigdor, 2007. "How and Why do Teacher Credentials Matter for Student Achievement?," NBER Working Papers 12828, National Bureau of Economic Research, Inc.
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