CHASP faculty research associate Cynthia Osborne and former CHASP associate Jane Lincove’s analysis on the diverse market for teach preparation was just published in Journal of Teacher Education. The article, co-authored with former LBJ staff researchers, Nick Mills and Laura Bellows, is titled Teacher Preparation for Profit or Prestige: Analysis of a Diverse Market for Teacher Preparation.
Pulled from the article:
After decades of decentralization, Texas has the largest and most diverse teacher training market in the United States. In Texas, future teachers can choose from more than 200 programs housed at more than 150 institutions including large research universities, community colleges, local education agencies (LEAs), for-profit start-ups, and mission-driven nonprofits. Program scope ranges from highly specialized programs designed to fill specific vacancies in hard-to-staff schools to online programs with the flexibility to operate statewide.
This diversity in teacher preparation programs (TPPs) foreshadows national policy trends. Traditional university-based programs face increasing competition from a growing market of start-ups.
Concerns about the quality of these start-ups, along with criticism of traditional university-based teacher education programs, have prompted calls for higher standards and greater accountability.
This article examines these research questions:
- Research Question 1: Are there measurable differences in performance for students of recently certified teachers based on organizational or market characteristics of the teacher’s TPP?
- Research Question 2: Are these student outcome differences explained by teacher selection into TPPs or teaching assignments?
- Research Question 3: Are there differential effects of TPP type on high-need students and schools?
- Research Question 4: Do TPP effects converge as teachers gain classroom experience?