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Imbimbo, J. & Silvernail, D. (1999). Prepared to teach? Key findings of the New York City Teacher Survey. New York, NY: New Visions for Public Schools. (ERIC Document Reproduction Service No. ED 442 764) Lankford, H., Loeb, S. & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24(1), 37-62. NASDTEC (National Association of State Directors of Teacher Education & Certification). (2003). The NASDTEC Manual on the Preparation and Certification of Educational Personnel 2003 (8 th ed.). Sacramento, CA: School Services of California, Inc. National Commission on Teaching and America's Future (1996). What matters most: Teaching for America's future. Washington, DC: The National Commission on Teaching & America's Future. Nelson, F. H., & Drown, R. (2003). Survey and analysis of teacher salary trends 2002. Washington, D.C.: American Federation of Teachers. Nougaret, A. A., Scruggs, T. E., & Mastropieri, M. A. (2005). Does teacher education produce better special education teachers? Exceptional Children. 71(5) 217-229. Paige, R. (2004). Forward. In USDOE. Alternative routes to teacher certification (pp. v-vi). Washington, DC: Author. Seastrom, M. M., Gruber, K. J., Hanke, R., McGrath, D. J., & Cohen, B. A. (2002). Qualifications of the public school teacher workforce: Prevalence of out-of-field teaching 1987-88 to 1999-2000 (NCES 2002-603). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Sindelar, P. T., Daunic, A., & Rennells, M. S. (2004). Comparisons of traditionally and alternatively trained teachers. Exceptionality, 12(4) 209-223. The Teaching Commission. (2004). Teaching at risk: A call to action. New York, NY: Author. Tourkin, S. C., Pugh, K. W,, Fondelier, S. E., Parmer, R. J., Cole, C., Jackson, B., Warner, T., Weant, G., & Walter, E. (2004). 1999– 2000 Schools and Staffing Survey (SASS) Data File User’s Manual (NCES 2004–303). Washington, DC: U.S. Department of Education. USDOE. (2002). Meeting the Highly Qualified Teachers Challenge: The Secretary’s Annual Report on Teacher Quality. Washington, DC: Author. USDOE. (2003). Meeting the Highly Qualified Teachers Challenge: The Secretary’s Second Annual Report on Teacher Quality. Washington, DC: Author. USDOE. (2004). Improving Teacher Quality State Grants: Non-Regulatory Guidance. Washington, DC: Author. 28
Walsh, K. (2001). Teacher certification reconsidered: Stumbling for quality. Baltimore, MD: The Abell Foundation. White House. (2002). A quality teacher in every classroom: Improving teacher quality and enhancing the profession. Retrieved May 13, 2002, from http://www.whitehouse.gov/infocus/education/teachers Whitehurst, G. J. (2002). Scientifically based research on teacher quality: Research on teacher preparation and professional development. From the White House Conference on Preparing Tomorrow’s Teachers (March 5, 2002). In USDOE Meeting the Highly Qualified Teachers Challenge: The Secretary’s Second Annual Report on Teacher Quality (Appendix A, pp.39- 53). Washington, DC: U.S. Department of Education. Wilson, S. M., Floden, R. E., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations, a research report prepared for the U.S. Department of Education. Seattle, Washington: Center for the Study of Teaching and Policy, University of Washington. 29
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 and 30: the contrary, many have advanced vi
Page 31: REFERENCES Boe, E. E., & Cook, L. H
Page 35: Appendix B Standard Errors of Perce

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