does teacher preparation matter for beginning teachers in

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Table 1. Qualifications of Beginning Teachers by Amount of Teacher Preparation: 1999-2000 Teacher Preparation Amount a Qualifications of Beginning Teachers Statistic b Extensive Some None Total Special Education 1. Certification in MTA a,c a. Fully Col % 75.2 33.0 14.2 66.9 b. Partly Col % 24.9 67.0 85.8 33.2 2. Field Assignment a a. In-Field Col % 44.0 26.2 5.5 39.8 b. Out-Of-Field Col % 56.0 73.8 94.5 60.2 3. Degree Major a a. Gen Ed Major Col % 21.7 17.8* 7.6* 20.5 b. Spec Ed Major Col % 66.5 30.0 15.3* 59.4 c. Other Major Col % 11.8 52.3 77.1 20.1 4. Degree Level a a. Masters Col % 33.6 15.6 30.9 31.3 b. Bachelors Col % 66.4 84.4 69.1 68.7 General Education 1. Certification in MTA a,c a. Fully Col % 81.1 53.9 26.4 75.4 b. Partly Col % 18.9 46.1 73.6 24.6 2. Field Assignment a a. In-Field Col % 61.9 45.6 39.1 59.1 b. Out-Of-Field Col % 38.1 54.4 60.9 40.9 3. Degree Major a a. Gen Ed Major Col % 65.3 36.3 11.8 59.5 b. Spec Ed Major Col % 2.6 1.2* 0.7* 2.3 c. Other Major Col % 32.1 62.6 87.5 38.2 4. Degree Level a. Masters Col % 21.3 18.5 20.8 21.0 b. Bachelors Col % 78.7 81.5 79.3 79.0 Note: Data from the 1999-2000 Schools and Staffing Survey, National Center for Education Statistics, USDE. a For each of the special education teacher qualifications and first three general education teacher qualifications, the teacher preparation amount by characteristic χ 2 test was statistically significant at the p
tion had majored in general education (65.3%) was quite similar to SETs who majored in special education, though a negligible percentage of GETs majored in special education (2.3%). Degree level. Of beginning SETs, for all amounts of preparation in pedagogy and supervised teaching combined, 31.3% earned a master’s degree (or higher) (see Table 1). These beginning SETs were much more likely to earn masters degrees than comparable GETs (31.3% vs. 21.0%, respectively). This is consistent with the results of earlier research (Boe, Cook, Kaufmann, & Danielson, 1996) that also showed that more SETs than GETs earned master’s degrees. Degree level is a common indicator of teacher qualifications. For example, some states require a master’s degree for second stage teacher certification (e.g., Indiana and New York) (NASDTEC, 2003, Table D-1). For beginning teachers, only a bachelor’s degree is required under all state certification systems (NASDTEC, 2003, Table B-1) and the NCLB definition of a HQT. With respect to the concept of a HQT defined by NCLB’s, the results shown in Table 1 demonstrate that completing extensive preparation in pedagogy and supervised teaching matters a great deal in the attainment of two key qualifications for a HQT—full certification and in-field teaching assignments. Beginning SETs and GETs, who completed lesser amounts of teacher preparation, were seriously disadvantaged in both respects. Do Teaching Positions Vary by Amount of Teacher Preparation? Time of Entry Into Teaching Employment. As shown in Table 2, 52% of beginning SETs with extensive preparation secured teaching positions during the same year as they graduated (i.e., the recent graduates) while the remaining 48% secured teaching positions during a subsequent year (i.e., delayed entrants). By comparison, only 23.2% of SETs with no teacher preparation secured teaching positions during the same year as they graduated. Similarly, most beginning SETs completing only some preparation also waited more than a year to enter teaching employment. The entry timing results for beginning GETs were quite similar. Thus, extensive teacher preparation matters to both SETs and GETs in securing teaching employment soon after graduation. School Minority Enrollment. In addition to entering teaching employment much sooner after graduation than did other beginning SETs, beginning teachers with extensive preparation (who, as seen above, were more qualified) were more likely than other beginning teachers to be hired into schools with a low percentage of minority students, and, conversely, much less likely to be hired into schools with a high percentage of minority students (see Table 2). Therefore, schools with high minority enrollment apparently had to hire beginning SETs with only some or no 13
Page 1 and 2: DOES TEACHER PREPARATION MATTER FOR
Page 3 and 4: CONTENTS Page Introduction ........
Page 5 and 6: INTRODUCTION There are two routes t
Page 7 and 8: district (Darling-Hammond, Chung, &
Page 9 and 10: Teacher Sample. The 1999-2000 PSTQ
Page 11 and 12: 1. Certification in Main Teaching A
Page 13 and 14: We classified teachers as “well p
Page 15: ARC, none), thereby precluding anal
Page 19 and 20: teachers (Lankford, Loeb, & Wyckoff
Page 21 and 22: The corresponding findings for GETs
Page 23 and 24: The results of these analyses for b
Page 25 and 26: • Three teacher qualification var
Page 27 and 28: majors). Insofar as being prepared
Page 29 and 30: the contrary, many have advanced vi
Page 31 and 32: REFERENCES Boe, E. E., & Cook, L. H
Page 33 and 34: Walsh, K. (2001). Teacher certifica
Page 35: Appendix B Standard Errors of Perce

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