New Math Certified Teachers Hired in New York City, by Pathway, 2002-2008

1. Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare?: Evidence from New York City Don Boyd, Pam Grossman, Karen Hammerness, Hamp Lankford, Susanna Loeb, Matt Ronfeldt & Jim Wyckoff www.teacherpolicyresearch.org This work is supported by IES Grant R305E6025. The views expressed may not reflect those of the funder.

2. New Math Certified Teachers Hired in New York City, by Pathway, 2002-2008

3. Research Questions • How does the preparation of Math Immersion teachers compare to math teachers entering through other pathways? • How do the achievement gains of the students taught by Math Immersion teachers compare to those of students taught by math teachers entering through other pathways? • How does the retention of Math Immersion candidates compare to math teachers entering through other pathways?

4. Prior Research Achievement effects of alternate route teachers comparable to traditional preparation programs on average (Decker et al., 2004 (RCT); Boyd et al., 2006; Kane et al., 2007; Harris and Sass, 2008; Constantine et al., 2009 (RCT)) TFA in NC high schools exceeds other paths (Xu et al., 2007) More limited work on aspects of preparation that may make a difference (Constantine et al., 2009; Boyd et al., 2009 and Harris and Sass, 2007)

5. Data Collection • Program analysis • State documents, program documents, accreditation reports, interviews, surveys, course syllabi; • 5 Math Immersion programs,18 institutions, and TFA that prepare most traditional route teachers for NYC schools • Surveys • 603 new NYC middle and high school math teachers (2005) • Questions about their preparation in math– e.g, opportunities to learn math content, math methods, etc. • Administrative data • All NYC teachers 2004-2008; rich measures of teacher qualifications, including certification exams and areas, teacher retention. • Student achievement 2004-2008; value-added scores in math and ELA, grades 6-8 linked to teachers. • Data on schools and students

6. Effect of Preparation Pathways General specification Aigcst=b0+b1Aig-1cst-1+Xigcstb2+Cgcstb3+Tgcstb4+ Pgcstb5 +ws + eigcst Achievement as a function of: • prior achievement, • student characteristics • classroom characteristics • teacher characteristics (sometimes) • Preparation pathway (e.g., math immersion) • Student or school fixed-effects • random error

7. Attributes of Students Taught by First Year Grade 8 Math Teachers by Pathway, 2006

8. Attributes of Entering Math Certified New York City Teachers by Pathway, 2004-2008

9. Effect of Preparation Paths Relative to NYCTF-MI

10. Distribution of Teacher Value Added by Pathway, with Empirical Bayes Shrinkage, 2004-2008 Teachers

11. Effect of Pathways and Experience Relative to Math Immersion of Same Experience, Grades 6-8, 2004-08* * Same variables as model 1 above.

12. Effect of Pathways and Math Immersion Programs 2004-08, Relative to NYCTF-MI Program Z* * Same variables as earlier model specification.

13. Teacher Retention by Pathway, Math Certified Teachers, 2004-2008

14. Simulation of Average Value Added by Pathway and Experience Accounting for Attrition

15. Conclusions • MI teachers have about the same value-added as College Recommended teachers • Driven largely by selection, TFA performs much better than either College Rec or Math Immersion • Some evidence that both selection and preparation make a difference • Hypothesis: selective post BA program with tailored coursework that includes content and high quality field experience can meaningfully improve student achievement

16. For papers and surveys: www.teacherpolicyresearch.org

17. Pathways to Teaching in NYC, New Teachers, 2002-08

18. Outline • Research questions • Data and methods • Math preparation in Math Immersion and College Recommending programs • Achievement gains by pathway • Retention by pathway • Summing up

19. The Teacher Workforce and Student Outcomes

20. Attributes of Entering Math Certified NYCTF-MI Teachers by Preparing Campus, 2004-2008

21. Required Credit Hours for Key Courses by Pathway, 2004-2008

22. Survey of 1st year NYC Teachers—Middle and High School Math In your preparation to become a teacher, prior to September 2004, how much opportunity did you have to the following: learn different ways that students solve particular problems learn theoretical concepts underlying mathematical applications explore how to apply mathematical materials to real world problems learn specific techniques for teaching Algebra (Geometry, Number Theory, Probability and Statistics, Calculus) learn about typical difficulties students have with Algebra (Geometry, Calculus) study or analyze student math work study examples o secondary mathematics teaching in the form of videotapes, written cases, etc. Practice what you learned about teaching math in your field experience etc.

23. Teachers' Perceptions of Preparation by Pathways Relative to NYCTF-MI, (2005 Survey of 1st Year Teachers)

24. Estimated Value Added Model* * Also includes student and class ELL status, std dev class math score, indicators for experience through 21 years, year and grade effects

25. Challenges of this type of analysis • Conceptualizing relationships • Research designs • Collecting appropriate data • Achievement tests, tested grades, subjects • Strong controls from administrative data • Other data about teachers • Legal/political • Privacy • Concerns about misuse • Technical/modeling • Models that isolate contribution of teacher attributes

26. Effect of Preparation Paths Relative to NYCTF-MI* * Same variables as earlier model specification.