An evaluation study compares teachers trained through different routes to certification¶

Claim · All claims
Evidence · 1 study · causal r? · q1
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The study evaluates teachers who were trained through different routes to certification, comparing outcomes across those routes. → Jill Constantine 2009

Evidence¶

Jill Constantine 2009¶

Jill Constantine. (2009). Evaluation of Teachers Trained Through Different Routes to Certification. Mathematica. https://www.mathematica.org/publications/evaluation-of-teachers-trained-through-different-routes-to-certification doi:10.1108/978-1-61735-022-120251031

q1 · i? · causal · r?

The source is a conference presentation by Jill Constantine at the annual Institute of Education Sciences Research Conference, titled "Evaluation of Teachers Trained Through Different Routes to Certification". The available text states only the study topic; no specific findings, sample, or statistics are printed.

"Evaluation of Teachers Trained Through Different Routes to Certification"

Discussion¶

Related Claims¶

• Coursework hour requirements varied widely across certification programs and did not consistently differ by route — a narrower finding that bears on this claim
• Students with alternatively certified teachers did no worse on achievement tests than students with traditionally certified teachers — a narrower finding that bears on this claim
• Students of alternatively certified teachers taking coursework while teaching scored lower in math than students of traditionally certified counterparts — a narrower finding that bears on this claim
• No association between amount of teacher training coursework and classroom effectiveness — a narrower finding that bears on this claim
• Alternative and traditionally certified teachers were similar on academic credentials but differed in race, education major, concurrent coursework, and first-year mentoring — a narrower finding that bears on this claim
• Most alternatively certified teachers completed some coursework before entering the classroom, though this varied by state — a narrower finding that bears on this claim
• Elementary students taught by teachers from less selective alternative routes had test scores similar to peers taught by traditional-route teachers — a narrower finding that bears on this claim
• Alternative certification programs grew to account for about one-third of all new teachers certified annually in the United States — related
• 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 — a narrower finding that bears on this claim
• Alternatively certified teachers are 25% more likely to leave their schools and the profession, controlling for other factors — a narrower finding that bears on this claim
• Teachers who enter without completed preparation are typically less effective and have significantly higher turnover than prepared teachers — related
• Teachers prepared through traditional certification pathways are retained at higher rates over 5 years than alternatively certified or noncertified Texas teachers — related
• Five years after first licensure, 69% of traditional-preservice teachers remained in Texas classrooms versus 60% of alternatively certified teachers — related
• Students of university-prepared Texas teachers gained 2.2 additional months of 9th-grade ELA learning and 1.8 additional months of 9th-grade math learning versus students of alternatively prepared teachers — a narrower finding that bears on this claim
• For-profit alternative certification pathways in Texas increased enrollment by more than 500% over 5 years without increasing program completers — a narrower finding that bears on this claim
• Little is known about teachers certified through alternative certification programs and their experiences after certification — related
• Offering certification after program completion is associated with larger teacher knowledge gains (g = 1.39 vs. 0.86) — related