View in EDS

Holding Teacher Preparation Accountable: A Review of Claims and Evidence

Saved in:
Bibliographic Details
Title: Holding Teacher Preparation Accountable: A Review of Claims and Evidence
Language: English
Authors: Cochran-Smith, Marilyn, Stern, Rebecca, Sánchez, Juan Garbiel, Miller, Andrew, Keefe, Elizabeth Stringer, Fernández, M. Beatriz, Chang, Wen-Chia, Carney, Molly Cummings, Burton, Stephani, Baker, Megina, University of Colorado at Boulder, National Education Policy Center
Source: National Education Policy Center. 2016.
Availability: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Peer Reviewed: Y
Page Count: 34
Publication Date: 2016
Sponsoring Agency: Great Lakes Center for Education Research and Practice
Document Type: Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Teacher Education, Accountability, Teacher Effectiveness, Educational Quality, Standards, Educational Improvement, Evidence, Educational Legislation, Higher Education, Federal Legislation, Accreditation (Institutions), Alternative Assessment, Validity, Teacher Evaluation, Educational Policy
Laws, Policies and Program Identifiers: Higher Education Act Title II
Abstract: Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by "holding teacher education accountable" for its arrangements and/or its outcomes: (1) the U.S. Department of Education's state and institutional reporting requirements in the Higher Education Act (HEA); (2) the standards and procedures of the Council for the Accreditation of Educator Preparation (CAEP); (3) the National Council on Teacher Quality's (NCTQ) Teacher Prep Review; and (4) the edTPA uniform teacher performance assessment developed at Stanford University's Center for Assessment, Learning, and Equity (SCALE) with aspects of data storage and management outsourced to Pearson, Inc. These four initiatives reflect different accountability mechanisms and theories of change, and they are governed by different institutions and agencies, including governmental offices, professional associations, and private advocacy organizations. Despite differences, each assumes that the key to teacher education reform is accountability in the form of public assessment, rating, and ranking of states, institutions, programs, and/or teacher candidates. This brief addresses two questions for each initiative: (1) What claims do proponents of the initiative make about how it will improve teacher preparation and thus help solve the teacher quality problem in the U.S.?; and (2) What evidence supports these claims? (A list of notes and references is included.)
Abstractor: ERIC
Entry Date: 2017
Accession Number: ED574703
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED574703
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED574703
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Holding Teacher Preparation Accountable: A Review of Claims and Evidence
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Cochran-Smith%2C+Marilyn%22">Cochran-Smith, Marilyn</searchLink><br /><searchLink fieldCode="AR" term="%22Stern%2C+Rebecca%22">Stern, Rebecca</searchLink><br /><searchLink fieldCode="AR" term="%22Sánchez%2C+Juan+Garbiel%22">Sánchez, Juan Garbiel</searchLink><br /><searchLink fieldCode="AR" term="%22Miller%2C+Andrew%22">Miller, Andrew</searchLink><br /><searchLink fieldCode="AR" term="%22Keefe%2C+Elizabeth+Stringer%22">Keefe, Elizabeth Stringer</searchLink><br /><searchLink fieldCode="AR" term="%22Fernández%2C+M%2E+Beatriz%22">Fernández, M. Beatriz</searchLink><br /><searchLink fieldCode="AR" term="%22Chang%2C+Wen-Chia%22">Chang, Wen-Chia</searchLink><br /><searchLink fieldCode="AR" term="%22Carney%2C+Molly+Cummings%22">Carney, Molly Cummings</searchLink><br /><searchLink fieldCode="AR" term="%22Burton%2C+Stephani%22">Burton, Stephani</searchLink><br /><searchLink fieldCode="AR" term="%22Baker%2C+Megina%22">Baker, Megina</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Colorado+at+Boulder%2C+National+Education+Policy+Center%22">University of Colorado at Boulder, National Education Policy Center</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22National+Education+Policy+Center%22"><i>National Education Policy Center</i></searchLink>. 2016.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 34
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2016
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Great Lakes Center for Education Research and Practice
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Accreditation+%28Institutions%29%22">Accreditation (Institutions)</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Assessment%22">Alternative Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Validity%22">Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Evaluation%22">Teacher Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Higher+Education+Act+Title+II%22">Higher Education Act Title II</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by "holding teacher education accountable" for its arrangements and/or its outcomes: (1) the U.S. Department of Education's state and institutional reporting requirements in the Higher Education Act (HEA); (2) the standards and procedures of the Council for the Accreditation of Educator Preparation (CAEP); (3) the National Council on Teacher Quality's (NCTQ) Teacher Prep Review; and (4) the edTPA uniform teacher performance assessment developed at Stanford University's Center for Assessment, Learning, and Equity (SCALE) with aspects of data storage and management outsourced to Pearson, Inc. These four initiatives reflect different accountability mechanisms and theories of change, and they are governed by different institutions and agencies, including governmental offices, professional associations, and private advocacy organizations. Despite differences, each assumes that the key to teacher education reform is accountability in the form of public assessment, rating, and ranking of states, institutions, programs, and/or teacher candidates. This brief addresses two questions for each initiative: (1) What claims do proponents of the initiative make about how it will improve teacher preparation and thus help solve the teacher quality problem in the U.S.?; and (2) What evidence supports these claims? (A list of notes and references is included.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2017
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED574703
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED574703
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 34
    Subjects:
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Federal Legislation
        Type: general
      – SubjectFull: Accreditation (Institutions)
        Type: general
      – SubjectFull: Alternative Assessment
        Type: general
      – SubjectFull: Validity
        Type: general
      – SubjectFull: Teacher Evaluation
        Type: general
      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Higher Education Act Title II
        Type: general
    Titles:
      – TitleFull: Holding Teacher Preparation Accountable: A Review of Claims and Evidence
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: University of Colorado at Boulder, National Education Policy Center
      – PersonEntity:
          Name:
            NameFull: Cochran-Smith, Marilyn
      – PersonEntity:
          Name:
            NameFull: Stern, Rebecca
      – PersonEntity:
          Name:
            NameFull: Sánchez, Juan Garbiel
      – PersonEntity:
          Name:
            NameFull: Miller, Andrew
      – PersonEntity:
          Name:
            NameFull: Keefe, Elizabeth Stringer
      – PersonEntity:
          Name:
            NameFull: Fernández, M. Beatriz
      – PersonEntity:
          Name:
            NameFull: Chang, Wen-Chia
      – PersonEntity:
          Name:
            NameFull: Carney, Molly Cummings
      – PersonEntity:
          Name:
            NameFull: Burton, Stephani
      – PersonEntity:
          Name:
            NameFull: Baker, Megina
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2016
          Titles:
            – TitleFull: National Education Policy Center
              Type: main
ResultId 1