Use of a C-SITS Approach to Estimating the Impact of the Receipt of a Teacher Recruitment Incentive Grant on an IHE's Production of Certified STEM Teachers--Problems and Solutions
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| Title: | Use of a C-SITS Approach to Estimating the Impact of the Receipt of a Teacher Recruitment Incentive Grant on an IHE's Production of Certified STEM Teachers--Problems and Solutions |
|---|---|
| Language: | English |
| Authors: | Bobronnikov, Ellen, Price, Cris, Society for Research on Educational Effectiveness (SREE) |
| Source: | Society for Research on Educational Effectiveness. 2013. |
| Availability: | Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2013 |
| Document Type: | Reports - Research |
| Descriptors: | Teacher Recruitment, Incentive Grants, Program Evaluation, Certification, Quasiexperimental Design, STEM Education, Science Teachers, School Districts, Disadvantaged Schools |
| Abstract: | Improving the quality of teacher preparation is an important national issue, because the quality of teaching plays such a large role in students' learning. One key indicator of students' academic success is the competence and capability of their teachers. However, the availability of well-prepared and effective teachers varies widely across the country, even within schools (Clotfelder, Ladd & Vigdor, 2007; Boyd, Grossman, Lankford & Wyckoff, 2006; Rivkin, Hanushek & Kain, 2005). Concerns about the highly variable quality of prospective teachers, coupled with teacher shortages, particularly in math and science-related fields, have generated both alternative pathways for entry into teaching and programs aimed at recruiting talented individuals to become teachers (e.g., Teach for America, Boston Teacher Residency, New York City Teaching Fellows, and the New Teacher Project). This presentation describes one component of a study that examined the impact of a program that awards grants to higher educational institutions to support talented individuals who commit to teaching mathematics or science in K-12 settings, particularly in high-need districts. The focus is on the design challenges and use of a comparative short interrupted time series (C-SITS) approach to conducting an assessment of program impact on teacher certification, and entry in high-need districts. The authors believe that the challenges faced in the current study are not unique to the current study and that their approaches to dealing with the challenges will be informative to other educational researchers as they seek design options for their evaluations. The impact analyses on teacher outcomes therefore attempted to address the following questions: (1) How does an IHE's receipt of a teacher recruitment incentive grant affect its production of certified or licensed STEM teachers? (2) How does an IHE's receipt of a teacher recruitment incentive grant affect its production of certified or licensed STEM teachers who take teaching jobs in high-need districts? The authors believe that the presentation will help evaluators identify appropriate strategies and models to address their problem. It will also help them to identify limitations and pitfalls to this or similar approaches. |
| Abstractor: | ERIC |
| Number of References: | 3 |
| Entry Date: | 2016 |
| Accession Number: | ED564073 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED564073 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED564073 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Use of a C-SITS Approach to Estimating the Impact of the Receipt of a Teacher Recruitment Incentive Grant on an IHE's Production of Certified STEM Teachers--Problems and Solutions – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bobronnikov%2C+Ellen%22">Bobronnikov, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22Price%2C+Cris%22">Price, Cris</searchLink><br /><searchLink fieldCode="AR" term="%22Society+for+Research+on+Educational+Effectiveness+%28SREE%29%22">Society for Research on Educational Effectiveness (SREE)</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Society+for+Research+on+Educational+Effectiveness%22"><i>Society for Research on Educational Effectiveness</i></searchLink>. 2013. – Name: Avail Label: Availability Group: Avail Data: Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 6 – Name: DatePubCY Label: Publication Date Group: Date Data: 2013 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+Recruitment%22">Teacher Recruitment</searchLink><br /><searchLink fieldCode="DE" term="%22Incentive+Grants%22">Incentive Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Certification%22">Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Improving the quality of teacher preparation is an important national issue, because the quality of teaching plays such a large role in students' learning. One key indicator of students' academic success is the competence and capability of their teachers. However, the availability of well-prepared and effective teachers varies widely across the country, even within schools (Clotfelder, Ladd & Vigdor, 2007; Boyd, Grossman, Lankford & Wyckoff, 2006; Rivkin, Hanushek & Kain, 2005). Concerns about the highly variable quality of prospective teachers, coupled with teacher shortages, particularly in math and science-related fields, have generated both alternative pathways for entry into teaching and programs aimed at recruiting talented individuals to become teachers (e.g., Teach for America, Boston Teacher Residency, New York City Teaching Fellows, and the New Teacher Project). This presentation describes one component of a study that examined the impact of a program that awards grants to higher educational institutions to support talented individuals who commit to teaching mathematics or science in K-12 settings, particularly in high-need districts. The focus is on the design challenges and use of a comparative short interrupted time series (C-SITS) approach to conducting an assessment of program impact on teacher certification, and entry in high-need districts. The authors believe that the challenges faced in the current study are not unique to the current study and that their approaches to dealing with the challenges will be informative to other educational researchers as they seek design options for their evaluations. The impact analyses on teacher outcomes therefore attempted to address the following questions: (1) How does an IHE's receipt of a teacher recruitment incentive grant affect its production of certified or licensed STEM teachers? (2) How does an IHE's receipt of a teacher recruitment incentive grant affect its production of certified or licensed STEM teachers who take teaching jobs in high-need districts? The authors believe that the presentation will help evaluators identify appropriate strategies and models to address their problem. It will also help them to identify limitations and pitfalls to this or similar approaches. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 3 – Name: DateEntry Label: Entry Date Group: Date Data: 2016 – Name: AN Label: Accession Number Group: ID Data: ED564073 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED564073 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 6 Subjects: – SubjectFull: Teacher Recruitment Type: general – SubjectFull: Incentive Grants Type: general – SubjectFull: Program Evaluation Type: general – SubjectFull: Certification Type: general – SubjectFull: Quasiexperimental Design Type: general – SubjectFull: STEM Education Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: School Districts Type: general – SubjectFull: Disadvantaged Schools Type: general Titles: – TitleFull: Use of a C-SITS Approach to Estimating the Impact of the Receipt of a Teacher Recruitment Incentive Grant on an IHE's Production of Certified STEM Teachers--Problems and Solutions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Society for Research on Educational Effectiveness (SREE) – PersonEntity: Name: NameFull: Bobronnikov, Ellen – PersonEntity: Name: NameFull: Price, Cris IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2013 Titles: – TitleFull: Society for Research on Educational Effectiveness Type: main |
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