Across CPS preparation pathways, traditional and residency student teachers completed more methods coursework, had lengthier programs, and planned more years in teaching than alternative-pathway student teachers¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Traditional pathway student teachers completed the most methods courses before student teaching, followed by residency and then alternative pathway student teachers. → Gordon 2018 q2 i? Traditional and residency student teachers planned significantly more years in teaching, in CPS, and in education than alternative pathway student teachers. → Gordon 2018 (2)

Evidence¶

Gordon 2018¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

Survey data from the 2015-16 cohort (568 traditional, 110 alternative, 87 residency respondents) showed significant differences in methods coursework completed before student teaching, as printed in Figure 3: "student teachers in traditional pathway programs completed the most courses prior to student teaching, followed by student teachers in residency, and then alternative pathway programs."

"student teachers in traditional pathway programs completed the most courses prior to student teaching, followed by student teachers in residency, and then alternative pathway programs"

Gordon 2018 (2)¶

Gordon, M.F., Jiang, J.Y., Kapadia Matsko, K., Ronfeldt, M., Greene Nolan, H.G., & Reininger, M. (2018). On the path to becoming a teacher: The landscape of student teaching in Chicago Public Schools. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/surveys

q2 · i? · associational · r2

In the 2015-16 cohort, career plans differed by pathway: "about two-thirds (66 percent) of traditional student teachers said they planned to teach for at least 10 years, compared with 42 percent of residency student teachers and 19 percent of alternative student teachers." The brief also reports alternative pathway students were significantly less likely to plan over a decade in CPS or education.

"about two-thirds (66 percent) of traditional student teachers said they planned to teach for at least 10 years, compared with 42 percent of residency student teachers and 19 percent of alternative student teachers"

Discussion¶

Related Claims¶

• An evaluation study compares teachers trained through different routes to certification — a broader claim this one bears on
• Alternative and traditionally certified teachers were similar on academic credentials but differed in race, education major, concurrent coursework, and first-year mentoring — related
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — related
• Access to student teaching and residency pathways is unequal: only 46% of Black and 50% of Native American completers participated, and fewer than one third of education specialists did so — related
• Teacher residency completers are more effective and more likely to stay in teaching than teachers entering through other pathways or without preparation — related
• Most alternatively certified teachers completed some coursework before entering the classroom, though this varied by state — related
• Residents reported more intensive clinical experiences than other pathways, with 66% completing at least 600 hours of student teaching versus 51% of traditional student teachers — related
• Coursework hour requirements varied widely across certification programs and did not consistently differ by route — related