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Ed Boe and Bob Sunderland University of Pennsylvania and Lynne Cook

THE SUPPLY, QUALIFICATIONS, AND ATTRITION OF TEACHERS FROM TRADITIONAL AND ALTERNATIVE ROUTES OF PREPARATION. Ed Boe and Bob Sunderland University of Pennsylvania and Lynne Cook California State University, Dominguez Hills OSEP Project Directors Conference July 17, 2007

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Ed Boe and Bob Sunderland University of Pennsylvania and Lynne Cook

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  1. THE SUPPLY, QUALIFICATIONS, AND ATTRITION OF TEACHERS FROM TRADITIONAL ANDALTERNATIVE ROUTES OF PREPARATION Ed Boe and Bob Sunderland University of Pennsylvania and Lynne Cook California State University, Dominguez Hills OSEP Project Directors Conference July 17, 2007 tqrm\OSEP Panel 7-07(1).ppt

  2. PROBLEMS • Chronic shortage of teachers in special education and other fields. • Lack of high quality national data on the preparation of teachers by traditional and alternative routes intended to reduce the shortage.

  3. NCES NATIONAL DATA SOURCESSchools and Staffing Survey (SASS): 2003-04Teacher Follow-Up Survey (TFS): 2004-05 The first sources of high-quality sample survey data on teacher supply and attrition by type of preparation (i.e., traditional vs. alternative). Caution: Numbers reported are subject to sampling and other errors; therefore, numbers reported are an approximation.

  4. COMMON TERMS • TTP: Traditional Teacher Preparation Program • ATP: Alternative Teacher Preparation Program • SETs: Special Education Teachers • GETs: General Education Teachers

  5. FIRST RESEARCH QUESTION • How many employed teachers are produced by TTP and ATP programs?

  6. Type of Preparation by Years of Experience [Public and Private Teachers Combined] Traditional Program Percentage of Teachers AlternativeProgram 21 or More 1-3 11-20 4-10 Years of Teaching Experience Source: 2003-04 SASS, NCES

  7. SECOND RESEARCH QUESTION • How many SETs completed various types of preparation?

  8. Special Education Teacher Supply by Years of Teaching Experience Alternative Programs Traditional Degree Programs All Other Other Traditional Alternative 62 % 16 % 22 % 72 % 9 % 19 % 3 % 23 % 74 % Percentage of Teachers by Type of Preparation Source: 2003-04 SASS, NCES

  9. THIRD RESEARCH QUESTION To what extent did TTP and ATP programs produce beginning teachers who were hired to teach in shortage areas such as: * Special education * Mathematics education * Science education

  10. Percent of Beginning Teachers Produced by Traditional Degree Programs and Alternative Programsby Teaching Area: 2003-04 (with 1-3 Years of Experience) a Significantly greater than traditional degree program b Equivalent to traditional degree program c Significantly less than traditional degree program Source: 2003-04 SASS, NCES

  11. FOURTH RESEARCH QUESTION • How much preparation was obtained by beginning SETs who completed TTP and ATP programs?

  12. Supply of SETs from Traditional and Alternative Programs by Number of Methods Courses (Years 1 – 3) Percentage of Beginning SETs Source: 2003-04 SASS, NCES

  13. Supply of Public Teachers from Traditional and Alternative Programs Completing Five or More Methods Courses by Years of Experience (1 versus 3) Percentage of Beginning Public Teachers With Five or More Methods Courses Source: 2003-04 SASS, NCES

  14. Supply of SETs from Traditional and Alternative Programs by Weeks of Practice Teaching (Years 1 – 3) Percentage of Beginning SETs Source: 2003-04 SASS, NCES

  15. FIFTH RESEARCH QUESTION To what extent did TTP and ATP Programs produce qualified SETs who were? * Fully certified * Prepared in special education

  16. Fully Certified Special Education Teachers By Years of Teaching Experience TraditionalDegreePrograms AlternativePrograms Fully-Certified Teachers Years of Teaching Experience Source: 2003-04 SASS, NCES

  17. Supply of SETs from Traditional and Alternative Programs by Teaching Major Field (Years 1 – 3) Percentage of Beginning SETs Source: 2003-04 SASS, NCES

  18. SIXTH RESEARCH QUESTION Attrition of beginning teachers prepared through TTP and ATP Programs: Is there a difference?

  19. Attrition of Full-Time Public School Teachers by Type of Preparation Source: 2003-05 SASS, TFS, NCES

  20. OVERALL CONCLUSIONS • ATP Programs have become a major source of beginning SETs (22%). • ATP Programs have responded to the shortage of SETs. • Beginning SETs from ATP Programs are less well prepared and qualified than those from TTP Programs. • Attrition of beginning teachers is equivalent from TTP and ATP programs.

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