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ERIC Number: ED574671
Record Type: Non-Journal
Publication Date: 2015
Pages: 132
Abstractor: ERIC
Reference Count: 18
ISBN: N/A
ISSN: N/A
The Preparation, Professional Pathways, and Effectiveness of Bank Street Graduates. Teaching for a Changing World: The Graduates of Bank Street College of Education
Horng, Eileen; Zheng, Xinhua; Lit, Ira; Darling-Hammond, Linda
Stanford Center for Opportunity Policy in Education
This technical report is one of five publications from the larger study, "Teaching for a Changing World: The Graduates of Bank Street College of Education." This report documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis of pupil achievement gains. The larger study examines the preparation, practices, and effectiveness of graduates of Bank Street College teacher certification programs over the last decade. This report addresses the following three goals of this evaluation project: (1) to explore the "professional trajectories" of graduates of Bank Street College teacher certification programs, including job placement and retention; (2) to explore the "preparedness" of graduates of Bank Street College teacher certification programs, including their perceptions of the quality of preparation for various aspects of teaching, their satisfaction with their preparation, and their sense of efficacy in comparison to other teachers in New York state; and (3) to examine the "effectiveness" of classroom teachers prepared at Bank Street College and working in New York City public schools, as measured by pupil learning gains and by principals' assessments of their competence. In preparing this report, Stanford Center for Opportunity Policy in Education (SCOPE) examined multiple sources of data including surveys and student-teacher linked administrative record data. Additionally, the New York City Department of Education (NYCDOE) provided SCOPE with three sets of multi-year data: NYCDOE human resources (HR) teacher data, student biographic-achievement data, and teacher-student-course linkage data. Analyses of the different data sources highlight common themes that represent features of Bank Street College teacher preparation programs that make the college unique and contribute to the success of its graduates as teachers. Overall, graduates reported a high rate of retention in the field, with 87 percent of graduates working as either a classroom teacher or working in another position in the field of education. The following are appended: (1) Survey Instruments; (2) Research Design and Methods; (3) Teaching Program Survey Results Related to Perceptions of Preparation; (4) Teaching Program Survey Results of Supervised Fieldwork Experience by Type of Clinical Placement; and (5) Comparing the School Settings in NYCDOE of Teachers with and without a Degree from Bank Street. [For the other reports related to the larger study, see "The Threads They Follow: Bank Street Teachers in a Changing World" (ED574676); "Learning to Play, Playing to Learn: The Bank Street Developmental-Interaction Approach in Liliana's Kindergarten Classroom" (ED574677); "Artful Teaching and Learning: The Bank Street Developmental-Interaction Approach at Midtown West School" (ED574678); and "A School Growing Roots: The Bank Street Developmental-Interaction Approach at Community Roots Charter School" (ED574675).]
Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Publication Type: Reports - Research; Tests/Questionnaires; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Bank Street College of Education; WestEd
Authoring Institution: Stanford Center for Opportunity Policy in Education (SCOPE)
Identifiers - Location: New York (New York)