ERIC Number: EJ1016194
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Where You Come from or Where You Go? Distinguishing between School Quality and the Effectiveness of Teacher Preparation Program Graduates
Mihaly, Kata; McCaffrey, Daniel; Sass, Tim R.; Lockwood, J. R.
Education Finance and Policy, v8 n4 p459-493 Fall 2013
We consider the challenges and implications of controlling for school contextual bias when modeling teacher preparation program effects. Because teachers are not randomly distributed across schools, failing to account for contextual factors in achievement models could bias preparation program estimates. Including school fixed effects controls for school environment by relying on differences among student outcomes within the same schools to identify the program effects, but this specification may be unidentified. Using statewide data from Florida, we examine whether the inclusion of school fixed effects is feasible, compare the sensitivity of the estimates to assumptions underlying for fixed effects, and determine what their inclusion implies about the precision of the preparation program estimates. We discuss the implications of our results on the feasibility, precision, and ranking of programs using the school fixed effect model for policy makers designing teacher preparation program evaluation systems.
Descriptors: Teacher Education Programs, Teacher Education, Program Evaluation, Context Effect, Statistical Analysis, Models, Academic Achievement
MIT Press. 55 Hayward Street, Cambridge, MA 02142. Tel: 617-253-2889; Fax: 617-253-1709; e-mail: firstname.lastname@example.org; Web site: http://www.mitpressjournals.org/loi/edfp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R305A060067