ERIC Number: ED448158
Record Type: Non-Journal
Publication Date: 2000-May-31
Reference Count: N/A
Final Report (Revised) for the National Study of Community College Career Corridors for K-12 Teacher Recruitment.
This study investigated the role of community colleges in recruiting and developing new K-12 teachers. Surveys were mailed to over 100 community colleges with teacher recruitment programs nationwide. The surveys were directed to contacts such as presidents, deans, and vice presidents of instruction and directors of exemplary projects/programs at community colleges. The survey requested information about the community college project, program, and/or activities in 10 major areas. Analysis of the 205 returned surveys indicated that the programs varied greatly. Nearly 80 percent had some form of articulation agreement with a four-year institution. The transfer rate of students from responding community college teacher preparation programs to a four-year institution was more than double the national average of students who transferred from community colleges to four-year institutions. Programs served a notable range of student diversity. Most programs included some form of field experience. The two top ranked choices for program goals related to transfer of students. One of the highest ranked institutional barriers was tuition. Barriers to success included work and family obligations. Better qualified staff was the highest ranked program need. (SM)
Descriptors: College Students, College Transfer Students, Community Colleges, Diversity (Student), Elementary Secondary Education, Financial Support, Higher Education, Partnerships in Education, Preservice Teacher Education, Student Characteristics, Student Recruitment, Transfer Rates (College)
For full text: http://www.ericsp.org/digests/CCRecruit.htm.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Recruiting New Teachers, Inc., Belmont, MA.; National Partnership for Excellence and Accountability in Teaching, Washington, DC.