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)
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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Publisher 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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