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might productively be pursued with more extensive data when available from the 2003-04 SASS. For example, one set of studies should examine the effects of amount of preparation in pedagogy and supervised teaching (extensive, some, none) by broad type (traditional, ARC, none) in a factorial design including the possibility of an interaction. It might be that type is less important than amount in producing qualified teachers. Another set of studies should examine the effects of various types of teacher preparation by instructional level (elementary, middle, and secondary). Whitehurst (2002) concluded from his review of relevant research that subject matter knowledge was particularly important “in advanced math and science courses in which the teacher’s content knowledge is presumably more critical” (p. 5). Short-term ARC programs with little pedagogical content might be appropriate for career changes in mathematics and science at the secondary level, whereas traditional programs that have a substantial emphasis on instruction in pedagogy and practice teaching might be most appropriate at the elementary level where advanced content knowledge is not critical. Similarly, a further set of studies should examine the effects of various types of teacher preparation by field (special vs. general education), as recognized by Brownell et al. (2005). Sindelar et al. (2004) suggested that teacher pedagogical knowledge is especially important for instructing students with disabilities who do not learn readily. Therefore, traditional teacher preparation programs may be preferred over most ARC programs for SETs because they typically provide much more instruction in pedagogy. Of course, some ARC programs designed specifically for preparing SETs also do this. As Sindelar et al. observe, the combination of program elements is more important than the route. Even though both traditional and ARC programs are able to produce effective teachers, efforts to diminish the value and importance of traditional teacher preparation instead of to improve it are shortsighted simply because this route has and (as predicted by former Secretary of Education Paige) “will always produce a large percentage of our teachers” (Paige, 2004, p. v). Accordingly, traditional programs offered by colleges and universities represent a huge enterprise nationally, endorsed and supported by the policy of all states. Collectively they represent a significant national asset worthy of improvement. 26
REFERENCES Boe, E. E., & Cook, L. H. (In Press). The chronic and increasing shortage of fully-certified teachers in special and general education. Exceptional Children. Boe, E. E., Cook, L. H., Kaufman, M. J., & Danielson, L. (1996). Special and general education teachers in public schools: Sources of supply in national perspective. Teacher Education and Special Education, 19, 1-16. Boe, E. E., Cook, L. H., Sunderland, R. J., McGrew, S. P., & May, H. (2005, April). Three factor framework for understanding chronic teacher shortages: Causes and solutions. Paper presented at the 2005 CEC Annual Convention and Expo, Baltimore, MD. Boe, E. E., Shin, S., & Cook, L. H. (2005) Does teacher preparation matter for beginning teachers in either special or general education? (Research Rep. 2005-TSD3). Philadelphia: University of Pennsylvania, Graduate School of Education, Center for Research and Evaluation in Social Policy. (Available at http://www.gse.upenn.edu/cresp/) Brownell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages: What should policymakers consider? The Journal of Special Education, 38(1), 56-61. Brownell, M. T., Ross, D. D., Colon, E. P, & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38(4), 242-252. Darling-Hammond, L., Chung, R., & Frelow, F. (2002). Variation on teacher preparation: How well do different pathways prepare teachers to teach? Journal of Teacher Education, 53(4), 286-302. Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13- 25. Feistritzer, C. E. (2005) Alternative Teacher Certification: A State-by-State Analysis 2005. Washington, D.C.: National Center for Education Information. Finn, C. E., Jr., (1999) Foreword. In M. Kanstoroom, & C. E. Finn, Jr. (Eds.) Better teachers, better schools (pp. v-vii). Washington, D.C.: Thomas B. Fordham Foundation. Goldhaber, D. D., & Brewer, D. J. (1999). Teacher Licensing and Student Achievement. In M. Kanstoroom, & C. E. Finn, Jr. (Eds.) Better teachers, better schools (pp. 83-102). Washington, D.C.: Thomas B. Fordham Foundation. 27
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 and 18: tion had majored in general educati
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: the contrary, many have advanced vi
Page 33 and 34: Walsh, K. (2001). Teacher certifica
Page 35: Appendix B Standard Errors of Perce

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