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Characteristics of and outcomes for students who pursued an education major in Indiana's teacher preparation programs

Region:
Midwest
Abstract:

Description: The study will describe the characteristics of students who enrolled in Indiana's teacher preparation institutions and examine the extent to which they persisted in and graduated from a teacher preparation program (TPP), entered into teaching, and succeeded in Indiana's public schools.

Research Questions:

  1. What were the characteristics of students who enrolled in Indiana's undergraduate TPPs?
    • When did they enter the program?
    • What were their demographic characteristics (for example, gender, minority status, age, socioeconomic status)?
    • What were their levels of academic preparation (for example, high school grade point average, Advanced Placement exams passed, dual credits earned, ACT/SAT scores)?
  2. What percentage of students who enrolled in an undergraduate TPP in Indiana completed the program, passed the licensure exam, and obtained an initial license? What were the characteristics of those students?
  3. How were timing of being admitted into a TPP, individual characteristics (for example, demographic, academic preparation, types and amount of financial aid received), and institutional characteristics (for example, selectivity, enrollment size, percentage of minority students) related to completion time?
  4. What percentage of students who completed undergraduate TPPs in Indiana obtained a teaching position and remained teaching in Indiana schools? How did they perform under their district's teacher evaluation system? Do these outcomes vary by type (for example, private versus public) and characteristics of TPPs attended (for example, percentage of minority enrollment, average required hours of student teaching)?

Study Design: To answer research question 1, the study team will examine cohorts of first-time, full-time, degree-seeking undergraduate students who started their freshman year in an Indiana institution of higher education between 2010/11 and 2017/18 and who were admitted to and enrolled in a TPP during their college years. The study will describe characteristics of TPP participants, including their demographic characteristics (for example, gender, race, age, socioeconomic status) and their levels of academic preparation.

Research questions 2 through 4 will focus on the three cohorts of students who started their freshman year between 2010/11 and 2012/13.

To answer research question 2, the study team will calculate the numbers and percentages of students who reached each TPP milestone and will conduct descriptive analyses to examine the demographic characteristics and academic preparation of students who reached each milestones as well as their postsecondary experience and achievement.

To answer research question 3, the study team will use statistical models to examine whether and when students complete the program and how the time to or probability of completing the program is related to various individual and institutional factors.

To address research question 4, the study team will use descriptive statistics to summarize the percentages of TPP completers in each cohort who were placed in Indiana schools, their retention in subsequent years, and the distribution of their teacher evaluation ratings.

Projected Release Date: Spring 2020

Partnership or Research Alliance: Midwest Alliance to Improve Teacher Preparation

Related Products: Making Connections report

Principal Investigators & Affiliation:
Yinmei Wan, American Institutes for Research