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Shaping the STEM Teacher Workforce: What University Faculty Value about Teacher Applicants. Working Paper No. 295-0324

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Title: Shaping the STEM Teacher Workforce: What University Faculty Value about Teacher Applicants. Working Paper No. 295-0324
Language: English
Authors: Dan Goldhaber, Roddy Theobald, Amy Roth McDuffie, David Slavit, Jennifer Dechaine-Berkas, John M. Krieg, Emma Dewil, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2024.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 42
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
Contract Number: 1950030
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: College Faculty, STEM Education, Preservice Teachers, Courses, Academic Achievement, College Entrance Examinations, Grade Point Average, Teacher Certification, Tests, Scores, Student Diversity, Minority Group Teachers, Grades (Scholastic), Teacher Characteristics, College Applicants, Preferences, Teacher Education Programs, Preservice Teacher Education, Student Characteristics, Experience
Abstract: Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED652793
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Dan+Goldhaber%22">Dan Goldhaber</searchLink><br /><searchLink fieldCode="AR" term="%22Roddy+Theobald%22">Roddy Theobald</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Roth+McDuffie%22">Amy Roth McDuffie</searchLink><br /><searchLink fieldCode="AR" term="%22David+Slavit%22">David Slavit</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Dechaine-Berkas%22">Jennifer Dechaine-Berkas</searchLink><br /><searchLink fieldCode="AR" term="%22John+M%2E+Krieg%22">John M. Krieg</searchLink><br /><searchLink fieldCode="AR" term="%22Emma+Dewil%22">Emma Dewil</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29%22"><i>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</i></searchLink>. 2024.
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Courses%22">Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Entrance+Examinations%22">College Entrance Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22College+Applicants%22">College Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Who ends up in the teacher workforce is greatly influenced by who is admitted into teacher education programs (TEPs). To better understand how the preferences of teacher education faculty might shape admissions of STEM teacher candidates, we surveyed faculty who teach content or methods courses to STEM teacher candidates across five universities. Faculty reported that they most value information collected from individual interviews with applicants and data on the number of STEM courses taken in college and their performance in these courses, and least value data on university admissions tests, high school GPA, and teacher licensure test scores. When we investigate faculty members' revealed preferences through a conjoint analysis, we find that faculty most value applicants who have worked with students from diverse backgrounds and applicants from a marginalized racial or ethnic community, and least value whether they received high grades in math and/or science courses. Finally, we find significant variation in these perceptions across respondents in different faculty roles, who teach different courses, and from different institutions: for example, Arts and Sciences faculty tend to value TEP applicants' performance in college STEM courses relatively more than STEM education faculty, while STEM education faculty tend to value applicants' race and ethnicity relatively more than Arts and Sciences faculty.
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  Data: ED652793
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      – Text: English
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        PageCount: 42
    Subjects:
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Courses
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      – SubjectFull: Academic Achievement
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      – SubjectFull: College Entrance Examinations
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      – SubjectFull: Grade Point Average
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      – SubjectFull: Teacher Certification
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      – SubjectFull: Tests
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: College Applicants
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      – SubjectFull: Preferences
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Preservice Teacher Education
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