The Teacher Pathways Project

Examining Teacher Preparation: Does the Pathway Make a Difference?

Policymakers at every level of government and the public understand that few issues are more important than improving the performance of America’s K-12 students, particularly those in urban, low performing schools. The Teacher Pathways Project fills a gap in existing research by providing a systematic, data-rich analysis of the pathways teachers take into teaching and the impact of those pathways and teacher choices on student achievement in the classroom, focusing on the New York City Public School System. The multi-year study analyzes and identifies the attributes of teacher preparation programs and pathways into teaching that positively impact student outcomes. The data includes detailed program information on fifteen public and private traditional teacher preparation programs and two alternate route programs primarily serving the New York City area.

Teacher Pathways Project Links: Executive Summary, Project Description, Research Team

The Pathways Project models conceptually and empirically how teacher characteristics affect the selection of preparation pathways, how teacher characteristics influence student outcomes, how pathways influence the matching of teachers to schools, and how teachers and schools together influence student outcomes.

Published: March 22, 2006
Path to Classroom Not Linked to Teachers’ Success
Study finds little tie between certification route, students’ scores.
By Bess Keller

The certification pathway that New York City teachers took to their classrooms seemed to have little relationship to how effective they were in raising students’ scores, concludes a study that matched some 10,000 teachers with six years of test results.

The research also found that the variation in effectiveness among teachers with the same certification status—traditionally certified, alternatively certified, members of the Teach for American program, and uncertified—was much greater than the variation between groups.

The study is the second within three months to look for links between certification type and teacher effectiveness in the 1.1 million-student district, and to find that the connections are weak or nonexistent.

For More Info
"What Does Certification Tell Us About Teacher Effectiveness: Evidence From New York City" is available from the Harvard Graduate School of Education. “If you look at Teach for America and traditionally certified folks, they’d seem dramatically different on many observable characteristics,” said Thomas J. Kane, one of the authors of the report and a professor of education and economics at Harvard University’s graduate school of education. “What’s striking is that … the (effectiveness) differences are small, and the big story is that the distribution of differences looks so similar.”

The studies also reflect the heightened interest among researchers in mining year-to-year increases in individual students’ test scores for clues to what makes a good teacher. In that effort, the nation’s largest school district stands out as a laboratory because the number of alternatively certified teachers there has exploded over the past six years as the district worked to replace uncertified ones.

When to Be Selective
Of the 50,000 teachers hired in New York City from 1999 through the first half of 2005, the period of the study, 46 percent were traditionally certified, 34 percent were uncertified, and 20 percent were alternatively certified, a proportion that grew to 28 percent over the last three years of the period.

Traditionally certified teachers were prepared in university programs before being licensed to teach. Most of the city’s alternatively certified teachers had been named New York City Teaching Fellows and received the bulk of their training while on the job. That was also true of a smaller number of recruits to Teach for America, a privately organized national program that places recent graduates of selective colleges in hard-to-staff schools.

Mr. Kane said the study’s results suggest that initial certification status is not the best way of selecting teachers, though it has been a standard one. One instance of its important role was the order to New York City schools from Richard P. Mills, the New York state commissioner of education, that only certified teachers be hired, starting in September 2003.

“If you are going to try to get selective, get selective at the end of two years, when you’ve got a lot more information to be selective on, as opposed to before hiring,” Mr. Kane said.

Under most union contracts, teachers can be more easily fired in the first two or three years on the job—before the protections associated with tenure kick in.

The study does not endorse any particular way of weeding out teachers, but possibilities Mr. Kane mentioned include a combination of their students’ test-score growth, peer and principal evaluations, and parent ratings.

A paper released in December by the Teacher Pathways Project, a partnership between researchers at the State University of New York at Albany and Stanford University, also found the relationship between certification status and effectiveness to be small. But researcher Susanna Loeb of Stanford wrote in an e-mail that her team drew “somewhat different” conclusions from those of Mr. Kane and his co-authors, Jonah E. Rockoff of Columbia University’s business school and Douglas O. Staiger of Dartmouth College. The complications of the data could make a significant relationship hard to see, she asserted. ("Big Changes Found in Teachers’ Paths to N.Y.C. Schools," Jan. 4, 2006.)

One problem, Ms. Loeb wrote, is that the different certification routes are not as distinctive as their names suggest. Teachers’ preparation before entering a classroom actually varies and overlaps more than than the broad categories of “traditionally certified” and “alternatively certified” suggest, she wrote.

Teach for America Weighed
Other observers rejected taking any approach that de-emphasizes standards for teacher education and certification, arguing that those tools offer the best guarantee that all students will get decent teachers

“Let’s distill what makes [teachers] effective, and build licensing and screening around those characteristics,” argued Thomas Blanford, the associate director of the teacher-quality department of the National Education Association, the 2.8-million-member teachers’ union.

Mr. Kane said he agrees that selection at the time of first hiring could be an important part of raising teacher quality, but he warned academic background—used extensively in choosing both New York City Teaching Fellows and Teach for America participants—also seems to be a poor predictor of effective teaching.

Mr. Kane’s paper used calculations of the returns teachers get on their effectiveness from their first two years of classroom experience to address a long-standing debate about the value of Teach for America.

Echoing other research, the study found that teachers, no matter their certification status, made significant effectiveness gains during their first two years in the classroom. But those gains are lost more frequently when positions are filled by Teach for America recruits, because their turnover rate at the end of four years is more than twice that of other rookie teachers’.

The researchers concluded, however, that the job the TFA teachers do in raising student test scores is just enough better than their peers’ to largely compensate for the loss of experience to the district in any given year.

Published: January 4, 2006
Big Changes Found in Teachers’ Paths to N.Y.C. Schools
By Vaishali Honawar
The number of teachers entering New York City schools through alternative routes to licensure has risen dramatically, even as the number holding temporary certificates has dropped, a study released last week says.

See Also
"How Changes in Entry Requirments Alter the Teacher Workforce and Affect Student Achievement" is posted by the Teacher Pathways Project. The study was prepared by the Teacher Pathways Project, a partnership between researchers at the State University of New York at Albany and Stanford University in Stanford, Calif., that assesses what routes teachers take into teaching and the impact of those paths on student achievement.

New York City adopted alternative routes to teaching, in addition to university-based degree programs, after a state policy ended temporary certification in 2003, leading to a sharp rise in the demand for teachers.

“One of our findings that is very striking is how the composition of the workforce and interim teachers has changed over the last four to five years,” said Hamilton Lankford, a professor of economics at SUNY-Albany and a co-author of the study.

The research paper looks at programs like the New York City Teaching Fellows program, launched in 2001, and Teach for America, which recruits recent graduates of selective colleges and universities to teach in high-poverty schools. The teaching-fellows program targets midcareer professionals and recent college graduates. Participants receive transitional licenses that are good for three years, and they are expected to enroll in teacher education programs at partner colleges to fulfill certification requirements.

Since the teaching-fellows program began, the number of first-time teachers with temporary licenses has dropped from 4,017 to 607 in 2004, the study found, or a decrease of nearly 85 percent. Over the same period, the number of first-time teaching fellows increased more than sixfold, from 383 to 2,441, and the number of Teach for America teachers tripled, from 118 to 360.

The number of first-time teachers who came via traditional, university-based teaching programs dropped from 2,375 in 2001 to 2,192 three years later.

Student Achievement
In examining achievement, the study found that the students of alternative-route teachers performed as well as—and in some cases, better than—those of teachers with temporary certification. But students with alternative-route teachers made smaller initial gains in mathematics and English compared with their peers whose teachers came through the traditional route.

Researchers looked at scores on statewide assessments in math and English in the 4th and 8th grades, as well as scores on tests in the same subjects given by the city’s Department of Education in the 3rd, 5th, 6th, and 7th grades.

“These differences are not large in magnitude, but are modest differences. They would matter if it was a horse race, but not here,” Mr. Lankford said.

The study also considered pathways to teaching such as individual evaluation, in which teachers fulfill the requirements of a traditional program but at different institutions and even through distance learning.

The analysis used, among other data, student test scores and demographic data, as well as data on teachers’ initial pathways into the profession. Researchers created links between students and teachers by tracking the courses taken by each student and the courses taught by each teacher.

Students of teachers in the teaching-fellows program with just one year experience performed at lower levels in 4th and 5th grade math than did students whose teachers graduated from university-based teaching programs. However, they caught up after two years.

How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement