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ERIC Number: ED432571
Record Type: RIE
Publication Date: 1999
Pages: 80
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-89333-174-0
ISSN: N/A
Teacher Education Pipeline IV: Schools, Colleges, and Departments of Education Enrollments by Race, Ethnicity, and Gender.
American Association of Colleges for Teacher Education, Washington, DC.
This is the fourth in a series of reports focusing on diversity in teacher education student enrollments. Collectively, the surveys span a decade and provide a quantitative description of the teaching force for the next century. The report provides data for discerning the discipline areas that have the greatest need for educators of color, noting the state and regional productivity of prospective teachers and students. Data come from many sources, including the U.S. Department of Education Schools and Staffing Survey of the National Center for Education Statistics (NCES), the NCES Integrated Postsecondary Education Data System surveys; and the American Association of Colleges for Teacher Education (AACTE) teacher education survey. The study identified the number of students in the teacher education pipeline by race/ethnicity and gender. Researchers mailed the survey to all schools, colleges and departments of education (SCDE) from several rosters and received 1,026 usable responses (a 52.1 percent response rate). This report presents: a national profile summary; data on postbaccalaureate enrollment; SCDE doctoral enrollment data; regional summaries (northeast, southeast, central, and western regions); SCDE undergraduate program enrollment summary; and SCDE graduate-level program enrollment summary. The three appendixes present technical notes, response rates, and the survey instrument. (SM)
American Association of Colleges for Teacher Education, AACTE Publications, 1307 New York Avenue, NW, Suite 300, Washington, DC 20005-4701; Tel: 202-293-2450; Fax: 202-457-8095; Web site: www.aacte.org ($15 for AACTE members, $20 for nonmembers).
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: American Association of Colleges for Teacher Education, Washington, DC.