An analysis of teacher preparation policies across four states : exploring policies that may raise student achievement

An analysis of teacher preparation policies across four states : exploring policies that may raise student achievement

MS Ed: Adolescent Education

Students in the United States have consistently performed poorly on international mathematics assessments, which could be attributed to numerous factors. This analysis concerns the impact that teacher preparation policies throughout the United States might have on students' mathematics performance. Four states-New York, Mississippi, Massachusetts, and Montana-were chosen according to their students' mathematics performance on the National Assessment of Educational Progress (NAEP) examination. The areas of teacher policy analyzed were the selection requirements for teacher preparation programs, the level and number of required mathematics courses, the mathematics tests required for certification, and the student teaching experience. The results showed that the level of content and rigor of certification tests were among the most variable factors in teacher preparation and hence may also be among the most important for student achievement. Massachusetts, which required the most advanced mathematics courses and most rigorous testing for teacher candidates, was also the state with the highest performing math students. Massachusetts teacher policies could serve as a model for other states to follow so that United States can remain competitive in mathematics.

Farina, Michael

2014

DeMoss, Karen

Preskill, Stephen

Gazzard, Ann

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Wagner College Electronic Thesis Collection

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47 pages

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Ed_2014_Farina_Analysis