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ERIC Number: ED434107
Record Type: Non-Journal
Publication Date: 1999-Sep-21
Pages: 96
Abstractor: N/A
Reference Count: N/A
Productivity of Teacher Preparation Programs: Surplus or Shortage in Quantity and Quality of Degree Graduates. Data Analysis Report No. 1999-DAR2.
Boe, Erling E.; Cook, Lynne H.; Paulsen, Christine Andrews; Barkanic, Gema; Leow, Christine S.
This report contains national information about the productivity of teacher preparation programs in terms of quantity and quality (i.e., certification level) of its degree graduates who became employed as teachers in public and private schools. Data come from three large national probability samples of teachers taken over 7 years. The main sources were the Integrated Postsecondary Education Data System and the Public and Private School Teacher Questionnaires of the Schools and Staffing Surveys. This report presents the resulting data about the yield of degree graduates in a series of 22 tables. The focus is on one source of supply of teachers: degree graduates from teacher preparation programs. The report presents the summary results in terms of: trends in the yield of degree graduates, yield of entering teachers produced by degree graduates, yield of degree graduates as a function of certification status, yield of degree graduates as a function of out-of-field teaching, and trends in the surplus or shortage of degree graduates. Overall, the production of graduates from teacher preparation programs has been sufficient to meet demand, but there are some continuing shortages in certain areas. The appendixes present data sources and analysis methods, yield estimates from the Baccalaureate and Beyond Longitudinal Study, and a glossary. (Contains 23 references.) (SM)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Pennsylvania Univ., Philadelphia. Center for Research and Evaluation in Social Policy.; National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC.
Authoring Institution: N/A