Qualifications and assignments of alternatively certified teachers: Testing core assumptions

American Educational Research Journal

Volumn 44, Issue 3, 2007, Pages 732-753

  Cohen Vogel, Lora ^a   Smith, Thomas M ^b,c  

^a FLORIDA STATE UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c VANDERBILT UNIVERSITY   (United States)

Author keywords

Schools and Staffing Survey; Teacher certification; Teacher education; Teacher quality

Indexed keywords

EID: 37649005520     PISSN: 00028312     EISSN: None     Source Type: Journal    
DOI: 10.3102/0002831207306752     Document Type: Article

References (62)

1. Abell Foundation (2001). Teacher certification reconsidered. Baltimore: Author.
2. Ballou, D (1998). Alternative certification: A comment. Educational Evaluation and Policy Analysis, 20 (4). 313-315.
3. a(2000). Gaining control of professional licensing and advancement. In Loveless, T (Ed.), Conflicting missions. Washington, DC: Brookings Institution.
4. Barrons, (2000). Barrons profiles of American colleges: 2001. New York: Author.
5. Berry, B (2001). No shortcuts to preparing good teachers. Educational Leadership, 58 (8). 32-36.
6. Boyd, D, H Lankford, S Loeb, and J Wyckoff (March, 2005). Attracting and retaining qualified teachers especially to low-performing schools, Paper presented at the annual meeting of the American Educational Finance Association, Louisville, KY.
7. Bushery, J, I Schreiner, and G Sebron (1998). Response variance in the 199394 Schools and Staffing Survey: A reinterview report (Working Paper No. 98-02). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
8. Chinn, S (2000). A simple method for converting an odds ratio to effect size for use in meta-analysis. Statistics in Medicine, 19, 3128-3131.
9. Clewell, BC, and AM Villegas (2001). Evaluation of the DeWitt WallaceReaders Digest Funds Pathways to Teaching Careers Program. Washington, DC: Urban Institute.
10. Cohen-Vogel, L (2005). Federal role in teacher quality: Redefinition or policy alignment? Educational Policy, 19 (1). 18-44.
11. Cohen-Vogel, L, and C Herrington (2005). Teacher and leadership preparation and development: No stranger to politics. Educational Policy, 19 (1). 5-17.
12. Cohen-Vogel, L, and H Hunt Governing quality in teacher education: Deconstructing federal text and talk. American Journal of Education, 114 (1). in press.
13. Cohen-Vogel, L, and L Osborne-Lamkin Allocating quality: Collective bargaining agreements and administrative discretion over teacher assignment. Educational Administration Quarterly, 43 (4). In press.
14. Cornett, LM (1990). Alternative certification: State policies in the SREB states. Peabody Journal of Education, 67 (3). 55-83.
15. Darling-Hammond, L (1988). Teacher quality and educational equality. College Board Review, 148, 16-23.
16. Darling-Hammond, L (1990). Teaching and knowledge: Policy issues posed by alternate certification for teachers. Peabody Journal of Education, 67 (3). 123-154.
17. Darling-Hammond, L (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102 (1). 28-56.
18. Darling-Hammond, L, T Gendler, and AE Wise (1990). The teaching internship: Practical preparation for a licensed profession. Santa Monica, CA: RAND.
19. Decker, P, D Mayer, and S Glazerman (2004). The effects of Teach for America on students: Findings from a national evaluation. Princeton, NJ: Mathematica Policy Research.
20. Education Commission of the States (1999). Teacher recruitment, preparation and retention for hard-to-staff schools. Washington, DC: Author.
21. a(1997). Evaluating the effect of teacher degree level on educational performance. In Fowler, W (Ed.), Developments in school finance. Washington, DC: U.S. Department of Education.
22. Hawley, W, and S Rosenholtz (1984). Good schools: What research says about improving student achievement. Peabody Journal of Education, 61 (4). 117-123.
23. Humphrey, DC, and ME Wechsler (September 2, 2005). Insights into alternative certification: Initial findings from a national study (ID No. 12145). Teachers College Record. Retrieved on June 13, 2006, from http://www.tcrecord.org.
24. Ingersoll, RM (August, 1995). Teacher supply and demand in the U.S, Paper presented at the annual meeting of the American Statistical Association in Montreal, Canada.
25. Ingersoll, RM (August, 1996). Teacher quality and inequality, Paper presented at the annual meeting of the American Statistical Association, Chicago.
26. Ingersoll, RM (1997). Teacher turnover and teacher quality: The recurring myth of teacher shortages. Teachers College Record, 99 (1). 41-44.
27. Ingersoll, RM (June, 1998). The problem of out-of-field teaching. Phi Delta Kappan, 773-776.
28. Ingersoll, RM (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28 (2). 26-37.
29. Ingersoll, RM, and K Gruber (1996). Out-of-field teaching and educational equality (Statistical Analysis Report No. 96-040). Washington, DC: National Center for Education Statistics.
30. Johnson, SM, JH Berg, and ML Donaldson (2005). Who stays in teaching and why: A review of the literature on teacher retention. Washington, DC: AARP.
31. Johnson, SM, SE Birkeland, HG Peske, and MS Munger (2005). A difficult balance: Incentives and quality control in alternative certification programs. Cambridge, MA: Harvard Graduate School of Education.
32. Kardos, SM (2004). Supporting and sustaining new teachers in schools: The importance of professional culture and mentoring. Cambridge, MA: Harvard University.
33. Klockars, AJ, and GR Hancock (1994). Per-experiment error rates. The hidden costs of several multiple comparison procedures. Educational and Psychological Measurement, 54, 292-298.
34. Kwiatkowski, M (1999). Debating alternative teacher certification: A trial by achievement [Electronic version]. Washington, DC: Thomas B. Fordham Foundation.
35. Lankford, H, S Loeb, and J Wyckoff (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. Educational Evaluation and Policy Analysis, 24 (1). 38-62.
36. Lutz, FW, and JB Hutton (1989). Alternative teacher certification: Its policy implications for classroom practice. Educational Evaluation and Policy Analysis, 11 (3). 237-254.
37. McCarthy, PJ (1969). Pseudo-replication: Half samples. Review of the International Statistical Institute, 37, 239-264.
38. Monk, DH (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13 (2). 125-145.
39. a(1994). Multi-level teacher resource effects on pupil performance in secondary mathematics and science. In Ehrenberg, RG (Ed.), Contemporary policy issues: Choices and consequences in education (pp. 29-58). Ithaca, NY: ILR Press.
40. National Center for Education Information (2003). Alternative routes to teacher certification. Washington, DC: Author.
41. National Center for Education Statistics (2001). Percentage of public schools with teaching vacancies in this school year and percentage of those schools that used various ways of filling the vacancy, by school level and selected school characteristics: 19992000. Retrieved August 23, 2005, from http://nces.ed.gov/surveys/sass/tables/table_01.asp.
42. National Commission on Teaching and Americas Future (1996). What matters most: Teaching for Americas future. New York: Author.
43. National Commission on Teaching and Americas Future (2003). No dream denied: A pledge to Americas children. New York: Author.
44. Neumann, RA (1994). Reconsidering emergency teaching certificates and alternative certification programs as response to teacher shortages. Urban Education, 29 (1). 89-108.
45. Paige, R (2002). Education Secretary Paige addresses first annual teacher quality evaluation conference. Washington, DC: U.S. Department of Education.
46. Paige, R (December 2, 2003). Remarks before the Innovations in Education Exchange Series. Retrieved September 5, 2005, from http://www.ed.gov/news/ speeches/2003/12/12022003.html.
47. a(January, 2003). Education Week, 22 ( 17 ).
48. Särndal, CE, B Swensson, and J Wretman (1992). Model assisted survey sampling. New York: Springer-Verlag.
49. Shanker, A (October 27, 1985). Educations dirty little secret. The New York Times, E9. sec. 4.
50. Shen, J (1997). Has the alternative certification policy materialized its promise? A comparison between traditionally and alternatively certified teachers in public schools. Educational Evaluation and Policy Analysis, 19 (3). 276-283.
51. Shen, J (1998). Alternative certification: A complicated research topic. Educational Evaluation and Policy Analysis, 20 (4). 316-319.
52. Smith, JM (April, 1990a). A comparative study of the state regulations for and the operation of the New Jersey provisional teacher certification program, Paper presented at the annual meeting of the American Educational Research Association Meeting.
53. Smith, JM (February, 1990b). School districts as teacher training institutions in the New Jersey alternative route program, Paper presented at the annual meeting of the Eastern Educational Research Association, Clearwater, FL.
54. Smith, TM, and RM Ingersoll (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41 (3). 681-714.
55. Stoddart, T (1990). Los Angeles Unified School District Intern Program: Recruiting and preparing teachers for an urban context. Peabody Journal of Education, 67 (3). 84-122.
56. The Teaching Commission & Learning Point Associates (2005). Teachers off the record: Findings from recent public opinion research. Naperville, IL: Learning Point Associates. Retrieved June 6, 2006, from http://www.learningpt. org/evaluation/record.pdf.
57. a(2003). The impact of teacher turnover on teacher quality: Findings from four states. In Plecki, ML and DH Monk (Eds.), School finance and teacher quality: Exploring the connections. Larchmont, NY: Eye on Education.
58. Thompson, B (2002). Statistical, Practical, and Clinical: How many kinds of significance do counselors need to consider?. Journal of Counseling and Development, 80 (1). 64-71.
59. US Department of Education (June, 2002). Meeting the highly qualified teachers challenge: The Secretarys annual report on teacher quality. Washington, DC: Author.
60. Valentine, JC, and H Cooper (2003). Effect size substantive interpretation guidelines: Issues in the interpretation of effect sizes. Washington, DC: What Works Clearinghouse.
61. Wirt, J, S Choy, P Rooney, S Provasnik, A Sen, and R Tobin (2004). The condition of education 2004 (NCES No. 2004-077). Washington, DC: U.S. Department of Education.
62. Zumwalt, K (1996). Simple answers: Alternative teacher certification. Educational Researcher, 25 (8). 40-42.