ERIC Number: ED502215
Record Type: Non-Journal
Publication Date: 2008-Jun-11
Reference Count: 7
Passport to Teaching: Career Choices and Experiences of American Board Certified Teachers. Final Report. MPR Reference No. 6215-030
Glazerman, Steven; Seif, Elizabeth; Baxter, Gail
Mathematica Policy Research, Inc.
This report examines the career trajectories of those who have successfully completed the Passport to Teaching certification offered by the American Board for Certification of Teacher Excellence (ABCTE) during its first years of existence. To elicit information on the career choices of Passport alumni, Mathematica Policy Research, Inc. (MPR) designed a survey that addressed the following questions: (1) Who obtains a Passport and what career choices did they make? (2) What happens to those who become teachers? and (3) What other experiences did they have after receiving a Passport to Teaching? As of October 1, 2007, 614 individuals have been certified, and the numbers of alumni and the diversity of states and subject areas of certification are increasing each year, as are the applicants from overseas. The number of African American and Hispanic alumni has grown, although each of those two groups continues to represent less then two percent of the alumni. The states from which Passport alumni come has been expanding gradually beyond the base of Idaho and Florida, where the certificate was first accepted in public schools. Passport alumni sought the credential for a variety of reasons. A growing majority aspired to enter the teaching profession, which is presumably most consistent with the goal of the program. Of those who said they were seeking to retain their position or obtain another position, the program may have served to document their expertise in the field they were already teaching, or it may have enabled them to move laterally into a shortage area or a field in which they preferred to be teaching. The current employment status of Passport alumni includes teachers in a variety of positions as well as many who are not teaching. Alumni who were teaching at the time of the survey were in a variety of schools, including traditional public schools as well as charter and private schools. The majority of alumni who are teaching are doing so in their fields of certification, where mentoring is common, but not universal. The report concludes that the future direction of Passport to Teaching will depend on the acceptance of the credential in more states and growing its reputation among charter and private school administrators. It will also depend on the ongoing recruitment efforts of ABCTE to actively pursue minority candidates. Additional research is recommended to continue following Passport alumni into the classroom and to measure their job performance relative to teachers who reach the classroom through more traditional pathways and to assess the impact Passport teachers have on student achievement and other outcomes. A Table with the data for States that Accepted Passport to Teaching Certification(s) is appended. (Contains 1 footnote, 5 figures and 11 tables.)
Descriptors: Alternative Teacher Certification, Career Choice, Teaching Experience, Alumni, Participant Characteristics, Employment Level, Teachers, Surveys, Teacher Employment, Teacher Persistence, Charter Schools, Private Schools, Public Schools, Mentors
Mathematica Policy Research, Inc. P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; e-mail: firstname.lastname@example.org; Web site: http://www.mathematica-mpr.com/publications/
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Mathematica Policy Research, Inc.