[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-602265-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-602265-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","measuring-the-value-of-teachers-from-traditional-certification-pathways-in-texas-a-comprehensive-study-602265","Measuring the Value of Teachers from Traditional Certification Pathways in Texas - A Comprehensive Study","","Teacher preparation in the United States has declined for years while Texas is reshaping how it prepares educators. Evidence from extensive Texas data shows traditionally prepared teachers from universities generate significantly higher student learning gains than teachers from alternative pathways. Value-added models estimate test-score changes across grades and subjects, comparing all traditional programs with all alternative programs and for-profit with not-for-profit. Across most grades and subjects, effects range from 0.02 to 0.05 standard-deviation units, with no significant advantage for alternative or for-profit teachers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/measuring-the-value-of-teachers-from-traditional-certification-pathways-in-texas-a-comprehensive-study-602265/602265/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/measuring-the-value-of-teachers-from-traditional-certification-pathways-in-texas-a-comprehensive-study-602265/602265.png","ImageObject",300,407,{"name":42,"@type":43},"dawugda","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What comparison does the study make between teacher preparation pathways in Texas?","Question",{"text":63,"@type":64},"It compares teachers prepared through all Traditional university programs against all Alternative programs, using value-added models.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study estimate differences in student outcomes?",{"text":68,"@type":64},"It uses value-added models to estimate changes in student test scores across many grade levels and test subjects as a function of the teacher preparation pathway.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main results regarding Traditional versus Alternative (and for-profit versus not-for-profit) programs?",{"text":72,"@type":64},"For most subjects and grade levels, students learn significantly more from Traditional or Not-for-Profit program teachers (0.02 to 0.05 standard deviation units). No model shows significant learning advantages for Alternative or For-Profit teachers over Traditional or Not-for-Profit teachers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602265,1792209862,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870947,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal | |\n| --- | --- |\n| Arizona State University |  |\n| Volume 32 Number 51 September 10, 2024 ISSN 1068-2341 |  |\n\nMeasuring the Value of Teachers from Traditional Certification Pathways in Texas: A Comprehensive Study1  \nAnnelies Rhodes  \n&  \nMichael Marder  \nThe University of Texas at Austin  \nUnited States  \nCitation: Rhodes, A., & Marder, M. (2024). Measuring the value of teachers from traditional certification pathways in Texas: A comprehensive study. Education Policy Analysis Archives, 32(51) .  \n[https://doi.org/10.14507/epaa.32.8556](https://doi.org/10.14507/epaa.32.8556)  \nAbstract: While teacher preparation in the United States continues a long period of decline, the largest-producing state, Texas, is experiencing substantial changes in how it prepares teachers. The number of teachers prepared by traditional university pathways continues to decline, and the number from alternative pathways is rising. Using extensive data from Texas, we find that traditionally prepared teachers from universities obtain significantly higher student learning gains than alternatives. We use value-added models to estimate changes in student test scores in many grade levels and test subjects as a function of teacher preparation pathway. We compare all Traditional programs to all Alternative programs, and we compare all For-Profit programs to all Not for-Profit programs. For most subjects and grade levels, students learn significantly more from Traditional or Not for-Profit program teachers: 0.02 to 0.05 in standard deviation units. There is not one significant estimate in any model where  \nstudents learn more from Alternative and For-Profit programs teachers than they do from Traditional and Not For-Profit program teachers.  \nKeywords: teacher preparation; alternative certification; value-added models  \nMidiendo el valor de los docentes de las vías de certificación tradicionales en Texas: Un estudio integral  \nResumen: Mientras que la preparación de los docentes en los Estados Unidos continúa un largo período de declive, el estado con mayor producción, Texas, está cambiando la forma en que prepara a los docentes. El número de docentes preparados por vías universitariastradicionales sigue disminuyendo, y el número de los que proceden de vías alternativasaumenta. Utilizando datos extensos de Texas, descubrimos que los docentes preparados en universidades obtienen ganancias de aprendizaje significativamente mayores para los estudiantes que los que proceden de vías alternativas. Utilizamos modelos de valor agregado para estimar los cambios en las calificaciones de los estudiantes en los exámenes de muchosniveles de grado y materias de prueba en función de la vía de preparación de los docentes. Comparamos todos los programas tradicionales con todos los programas alternativos, y comparamos todos los programas con fines de lucro con todos los programas sin fines delucro. Para la mayoría de las materias y niveles de grado, los estudiantes aprendensignificativamente más de los docentes de programas tradicionales o sin fines de lucro: 0,02 a 0,05 en unidades de desviación estándar. No hay una sola estimación significativa en ningún modelo en la que los estudiantes aprendan más de los docentes de programas alternativos y con fines de lucro que de los docentes de programas tradicionales y sin fines de lucro. Palabras-clave: preparación docente; certificación alternativa; modelos de valor agregado  \nMedindo o valor dos professores dos caminhos de certificação tradicionais no Texas: Um estudo abrangente  \nResumo: Enquanto a preparação de professores nos Estados Unidos continua em um longoperíodo de declínio, o maior estado produtor, o Texas, está mudando a forma como prepara os professores. O número de professores preparados por caminhos universitários tradicionais continua a diminuir, e o número de caminhos alternativos aumenta. Usando dados extensivos ","cbCaiv8ZtNlDp4Qd","https://ap.wps.com/l/cbCaiv8ZtNlDp4Qd","pdf",654340,23,"English","# Abstract\n# Keywords\n## Research approach and data\n## Findings on student learning gains\n## Comparisons across pathways and program types","[{\"question\":\"What comparison does the study make between teacher preparation pathways in Texas?\",\"answer\":\"It compares teachers prepared through all Traditional university programs against all Alternative programs, using value-added models.\"},{\"question\":\"How does the study estimate differences in student outcomes?\",\"answer\":\"It uses value-added models to estimate changes in student test scores across many grade levels and test subjects as a function of the teacher preparation pathway.\"},{\"question\":\"What are the main results regarding Traditional versus Alternative (and for-profit versus not-for-profit) programs?\",\"answer\":\"For most subjects and grade levels, students learn significantly more from Traditional or Not-for-Profit program teachers (0.02 to 0.05 standard deviation units). No model shows significant learning advantages for Alternative or For-Profit teachers over Traditional or Not-for-Profit teachers.\"}]","Measuring the Value of Teachers from Traditional Certification Pathways in Texas - A Comprehensive Study | PDF",1792094363,58]