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ERIC Number: EJ1019823
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0022-4871
The Effects of Teacher Entry Portals on Student Achievement
Henry, Gary T.; Purtell, Kelly M.; Bastian, Kevin C.; Fortner, C. Kevin; Thompson, Charles L.; Campbell, Shanyce L.; Patterson, Kristina M.
Journal of Teacher Education, v65 n1 p7-23 Jan-Feb 2014
The current teacher workforce is younger, less experienced, more likely to turnover, and more diverse in preparation experiences than the workforce of two decades ago. Research shows that inexperienced teachers are less effective, but we know little about the effectiveness of teachers with different types of preparation. In this study, we classify North Carolina public school teachers into "portals"--fixed and mutually exclusive categories that capture teachers' formal preparation and qualifications upon first entering the profession--and estimate the adjusted average test score gains of students taught by teachers from each portal. Compared with undergraduate-prepared teachers from in-state public universities, (a) out-of-state undergraduate-prepared teachers are less effective in elementary grades and high school, (b) alternative entry teachers are less effective in high school, and (c) Teach For America corps members are more effective in STEM subjects and secondary grades.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations