does teacher preparation matter for beginning teachers in

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Table 2. Characteristics of Beginning Teacher Positions by Teacher Preparation Status: 1999-2000 Teacher Preparation Status a Characteristics of Beginning Teacher Position Statistic Extensive Some None Total Special Education 1. Entry Timing ab a. Recent Graduate Col % 52.0 27.0 23.2* 47.5 b. Delayed Entrant Col % 48.0 73.0 76.9 52.5 2. School Minority ac a. Low Minority Col % 28.7 10.7* 10.7* 25.5 Enrollment b. High Minority Col % 23.6 41.4 55.1* 27.4 3. Teachers’ Union ab a. Member Col % 75.7 48.0 65.9 71.9 b. Not Member Col % 24.3 52.0 34.1* 28.1 4. School Type b a. Regular Public Col % 99.5 100.0 99.0 99.5 b. Public Charter Col % 0.5 0.4* 1.0* 0.5 5. Employment Status b a. Reg/Full-Time Col % 88.4 86.0 88.4 88.1 b. Irreg/Part-Time Col % 11.6 14.0* 11.7* 11.9 General Education 1. Entry Timing ab a. Recent Graduate Col % 42.5 27.5 22.3 40.0 b. Delayed Entrant Col % 57.5 72.5 77.8 60.1 2. School Minority ac a. Low Minority Col % 23.5 12.6 11.6 21.8 Enrollment b. High Minority Col % 23.6 44.3 45.6 26.8 3. Teachers’ Union ab a. Member Col % 75.3 67.7 61.3 73.8 b. Not Member Col % 24.7 32.3 38.8 26.3 4. School Type ab a. Regular Public Col % 98.8 98.2 97.2 98.7 b. Public Charter Col % 1.2 1.8 2.8 1.3 5. Employment Status ab a. Reg/Full-Time Col % 92.4 91.8 88.8 92.1 b. Irreg/Part-Time Col % 7.6 8.2 11.2 7.9 Note: Data from the 1999-2000 Schools and Staffing Survey, National Center for Education Statistics, USDE. a For three of the characteristics of the teaching positions for special education teachers and each of the characteristics of first teaching positions for general education teachers, the teacher preparation status by characteristic χ 2 test was statistically significant at the p
teachers (Lankford, Loeb, & Wyckoff, 2002). These results support the general conclusion that the more students are at risk of failure, the less well prepared are the beginning teachers hired to teach them. Teachers’ Union Membership. With respect to union membership, beginning SETs and GETs with extensive preparation were more likely than other beginning teachers to secure teaching positions in unionized schools (see Table 2). Union data indicate that such schools provide somewhat higher salaries and more achieving students (as measured by higher SAT scores) (Nelson & Drown, 2003). Teachers generally prefer such schools. Regular vs. Charter Public Schools. As also seen in Table 2, a very small percentage of beginning SETs and GETs were hired by charter schools (0.5% vs. 1.3%, respectively). Even though these percentages are small, they show that charter schools had proportionately fewer beginning SETs than GETs. Full- vs. Part-Time Employment. Finally, extensive teacher preparation did not give beginning SETs an advantage over those with only some preparation, or unprepared, SETs in securing full-time/regular teaching positions (see Table 2). In contrast, completing extensive teacher preparation did give beginning GETs a slight advantage in securing full-time/regular teaching positions. Overall, the results shown in Table 2 demonstrate that completing extensive teacher preparation matters considerably in hiring beginning SETs and GETs into schools in which teachers prefer to practice. Further, these results show that beginning teachers who complete only some preparation are not only disadvantaged in this respect, but they gain little or no advantage over beginning teachers without any teacher preparation. Do Teacher Reports of Being Well Prepared to Teach Vary by Amount of Teacher Preparation? Figure 2 shows the percentages of beginning SETs in public schools who reported being well prepared in each of seven capabilities according to amount of preparation in pedagogy and supervised teaching. Excluding the seventh capability listed (to use computers in education) for which differences among amounts of teacher preparation were not statistically significant, SETs with extensive preparation reported being “better prepared” than SETs with only some preparation in each of the other six teaching capabilities. As might be expected, SETs without any preparation reported being the least well prepared (except for small differences in assessing students and handling classroom management). 15
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 and 16: ARC, none), thereby precluding anal
Page 17: tion had majored in general educati
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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