Existing Teacher Preparation Program Evaluations

Existing TPP Evaluations

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At various points, the same TPP may undergo different types of evaluation, each with its own purpose, data sources, methods, and consequences. A useful way to make sense of the complex landscape of TPP evaluation is to consider both the sources of evidence used to assess program quality and the entities doing the evaluation. ​

Interactive Tool: Attributes of Existing TPP Evaluation Systems

This table summarizes the five types of existing TPP evaluation systems in terms of the following elements: evidence, inferences, incentives, and consequences.

Select one or more types of evaluation systems to change the table view.
Types of Evaluation Systems Evidence: Input MeasuresEvidence: Output MeasuresInferencesIncentives for TPPs​Likely Consequences (intended and unintended)​
Federal GovernmentAdmission requirements​​

Student teaching requirements​​
Teacher certification test results​​​​Proportion of students passing certification tests; average scale score for the program​​

Whether the program has a minimum GPA or SAT/ACT admission requirement

How much student teaching experience candidates are gaining​​

Whether a TPP has been identified by the state as low-performing
Must comply in order to receive any federal funds​Very low-performing programs identified, encouraging states to take remedial action or move toward closure​​ (intended)

Gaming pass rates (unintended)
State GovernmentVaries by state; some use national accreditation process

Some states use VAMs
Varies by state; some use national accreditation process

Some states use VAMs
Program meets or does not meet state teacher education standards

Other inferences vary by state
Maintain ability to recommend teachers for state certification by having “stamp of approval” from state

If detailed data are made public, incentive to improve in areas of identified weakness
TPPs will be aligned with state standards for teacher education (intended)

Programs may work to address areas of weakness identified (intended)

Possibly more conformity and less innovation by programs (unintended)
National AccreditationAdmission requirements, program documents and policies, faculty qualifications, case studies, student teaching observationsCandidate performance assessments, teacher certification test results, hiring and retention, VAM if available, employer satisfaction surveysProgram meets or does not meet national teacher education standards

Level of satisfaction of employers of graduates

Program strengths and weaknesses, aspects of program that need improvement
National “stamp of approval” can help with recruitment of highly qualified candidates and faculty

Often also serves as state approval

If detailed data are made public, incentive to improve in areas of identified weakness
TPPs will be aligned with standards for teacher education (intended)

Programs may work to address areas of weakness identified (intended)

Possibly more conformity and less innovation by programs (unintended)
Media and Independent Organizations​Admission requirements, course offerings, syllabi, textbooks, student teaching observation instrumentsRating of programs according to performance categories (more nuanced information than pass/fail)

Extent to which program requirements and course materials align with standards held by the organization
Prestige associated with being highly rated, which may draw stronger faculty and students, as well as support from state policy makersImprovement due to increased competition and desire to improve ratings (intended)

Overreliance on syllabi may create perverse incentives (e.g., to create impressive syllabi that do not reflect actual instruction) (unintended)
TPP Evaluation for Program Improvement​Varies by study. Some use: course syllabi, student teaching observations, candidate work samplesVaries by study. Some use: candidate performance assessments, hiring and retention, VAMProgram strengths and weaknesses, aspects of program that need improvement
Strengthen the programProgram improvement
(intended)

Culture of evidence within the program (unintended)

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