Evaluation of Teacher Preparation Programs: A Reality Show in Kentucky
AbstractTitle 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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Bibliographic InfoPaper provided by University of Kentucky, Institute for Federalism and Intergovernmental Relations in its series Working Papers with number 2009-09.
Length: 37 pages
Date of creation: Mar 2009
Date of revision:
Teacher preparation; evaluation; student achievement;
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-04-05 (All new papers)
- NEP-EDU-2009-04-05 (Education)
- NEP-LAB-2009-04-05 (Labour Economics)
- NEP-URE-2009-04-05 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Donald Boyd & Pamela Grossman & Hamilton Lankford & Susanna Loeb & James Wyckoff, 2008.
"Teacher Preparation and Student Achievement,"
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"How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement,"
NBER Working Papers
11844, National Bureau of Economic Research, Inc.
- 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.
- 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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