Most multiple subject and education specialist completers reported substantial opportunity to learn reading, writing, and math teaching, and extensive opportunity was strongly linked to higher program ratings¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At least 75% of multiple subject and education specialist respondents reported their program spent time discussing or doing each reading, writing, and math teaching element. → Patrick 2023 q2 i? Completers reporting extensive opportunity to learn all aspects of reading, writing, and math teaching were much more likely to rate their TPP very effective and describe themselves as well prepared. → Patrick 2023 (2)

Evidence¶

Patrick 2023¶

Patrick, S. K., Darling-Hammond, L., & Kini, T. (2023). Educating teachers in California: What matters for teacher preparedness? Learning Policy Institute. https://doi.org/10.54300/956.678

q2 · i? · associational · r2

Descriptive analysis of completer survey opportunity-to-learn items for multiple subject and education specialist completers. The report states "at least 75% of respondents reported that their program had 'spent time discussing or doing' each teaching element."

"When asked about their opportunity to learn elements of teaching reading, writing, and math, at least 75% of respondents reported that their program had “spent time discussing or doing” each teaching element, such as learning foundational reading skills and learning how to adapt math lessons for students with diverse needs."

Patrick 2023 (2)¶

Patrick, S. K., Darling-Hammond, L., & Kini, T. (2023). Educating teachers in California: What matters for teacher preparedness? Learning Policy Institute. https://doi.org/10.54300/956.678

q2 · i? · associational · r2

Analysis linking reported opportunity-to-learn coverage to overall program effectiveness and preparedness ratings in the completer survey. The report states such completers "were much more likely to rate their TPP as very effective and to describe themselves as well prepared overall."

"Completers who reported having an extensive opportunity to learn all aspects of reading, writing, and math teaching were much more likely to rate their TPP as very effective and to describe themselves as well prepared overall."

Discussion¶

Related Claims¶

• Elementary candidates have lower TPA passing rates than secondary and special education candidates, possibly due to added assessment complexity — related
• Clinical support (communication, observation, feedback) is strongly related to perceived preparation effectiveness, yet 43% of preservice completers reported less than the required 600 hours of student teaching — related