Incorporating Teacher Effectiveness Into Teacher Preparation Program Evaluation

New federal and state policies require that teacher preparation programs (TPP) be held accountable for the effectiveness of their graduates as measured by test score gains of the students they teach. In this article, the authors review the approaches taken in several states that have already estimat...

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Bibliographic Details
Published inJournal of teacher education Vol. 63; no. 5; pp. 335 - 355
Main Authors Henry, Gary T., Kershaw, David C., Zulli, Rebecca A., Smith, Adrienne A.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.11.2012
Corwin Press, Inc
SAGE PUBLICATIONS, INC
Subjects
Academic Achievement
Accountability
Achievement Gains
Achievement Tests
Analysis
Decision Making
Educational assessment
Educational evaluation
Federal funding
Government regulation
Laws, regulations and rules
Methods
Program Evaluation
Quality of education
School effectiveness
Scores
State Policy
States
Student Evaluation
Teacher centers
Teacher centres
Teacher Competencies
Teacher education
Teacher Education Programs
Teacher Effectiveness
Teacher Evaluation
Teacher Improvement
Teachers
Teachers, Rating of
Teaching Methods
Training
United States
teacher preparation
value-added models
program evaluation
quantitative methods
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Summary:New federal and state policies require that teacher preparation programs (TPP) be held accountable for the effectiveness of their graduates as measured by test score gains of the students they teach. In this article, the authors review the approaches taken in several states that have already estimated TPP effects and analyze the proposals for incorporating students’ test score gains into the evaluations of TPP by states that have received federal Race to the Top funds. The authors organize their review to focus on three types of decisions that are required to implement these new accountability requirements: (a) selection of teachers, students, subjects, and years of data; (b) methods for estimating teachers’ effects on student test score gains; and (c) reporting and interpretation of effects. The purpose of the review is to inform the teacher preparation community on the state of current and near term practice for adding measures of teacher effectiveness to TPP accountability practices.
ISSN:0022-4871
1552-7816
DOI:10.1177/0022487112454437