Use state completer survey data within accreditation to flag struggling programs and expand subsidized high-quality clinical pathways for underserved candidates¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that California policymakers use its completer survey system both to enforce accreditation standards and to support program improvement. It suggests that "institution-level survey results can be used to flag programs for further review or support," and that the CTC and partner organizations "can help support TPPs to use these data—and other metrics of program effectiveness—to guide programmatic decision-making and continuous improvement." It also recommends expanding subsidized pathways such as residencies and scholarships, especially for education specialists and candidates of color.

Design Implications¶

Context¶

Requirements¶

• A statewide completer survey embedded in the credential application process, aligned to statewide teaching standards, with institution-level results returned to programs

Constraints¶

• The survey does not currently include questions allowing a comparable hours calculation for interns or other non-preservice completers, who constitute 29% of respondents; it does not ask about prior teaching experience

Target Learners¶

• teacher candidates completing California TPPs
• education specialists
• candidates of color and historically underserved candidates

Target Learning Goals¶

• strengthening teacher preparedness across the teaching performance expectations
• equitable access to high-quality clinical preparation

Claims¶

• 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 [+W]

Related Strategies¶

• Use TPA results and completer-survey data to target programmatic support and continuous improvement
• Sustain and expand residency pathways through maintained state grant funding, financial aid, apprenticeship structures, and technical assistance
• Design service scholarships that cover a substantial portion of preparation costs, with stable multiyear funding and linked data systems
• Strategic staffing models that redirect district instructional-support funds to subsidize paid residency stipends
• State policy levers for sustaining yearlong, stipended clinical preparation: require or incentivize full-year stipended clinical experience, fund partnerships, and reduce testing fees
• Establish high-retention preparation pathways—residencies, Grow Your Own models, service scholarships, and mentoring/induction—to stem turnover in high-need subjects and schools

Examples¶

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Key Sources¶

• 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