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10.3102/00028312221137798  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)  \n􀀂 2022 AERA. [https://journals.sagepub.com/home/aer](https://journals.sagepub.com/home/aer)  \nTeacher Preparation Programs and Graduates’Growth in Instructional Effectiveness  \nEmanuele Bardelli  \nBrown University  \nMatthew Ronfeldt  \nUniversity of Michigan  \nJohn P. Papay  \nBrown University  \nManyprior studies have exploredaverage differences in initial levels of teaching effectiveness among graduates from different teacher preparation programs (TPPs) and the features of preparation that predict these differences. We focus on another important dimension of effectiveness—how graduates from different TPPs improve over time. Examining all graduates from Tennessee TPPs from2010to2018, wefind meaningful differences between TPPsin both initial level and early-career growth in teaching effectiveness. We also find that different TPPfeatures explain part of these differences. Yet the features that correlate with initial teaching effectiveness are not the same features that correlate with growth. This article informs policy decisions around TPP evaluation and identifies new directions for future research in TPP effectiveness.  \nEMANUELE BARDELLI is a postdoctoral research associate at the National Student Success Accelerator and the Annenberg Institute at Brown University, 164 Angell St. , 2nd floor, Providence, RI 02906, USA; email: [emanuele_bardelli@brown.edu](emanuele_bardelli@brown.edu. His)[. His](emanuele_bardelli@brown.edu. His) research centers on teacher learning, teacher education and teacher induction policy, and quantitative methods to advance education equity.  \nMATTHEW RONFELDT is an associate professor of educational studies at the School of Education, University of Michigan, 610 E. University Ave. Ann Arbor, Michigan 48109, USA; email: [ronfeldt@umich.edu](ronfeldt@umich.edu. His)[. His](ronfeldt@umich.edu. His) research seeks to understand how to improve teaching quality, particularly in schools and districts that serve marginalized and minoritized students. His work sits at the intersection of educational practice and policy and focuses on teacher preparation, teacher retention, teacher induction, and the assessment of teachers and preparation programs.  \nJOHN P. PAPAY is an associate professor of education and economics at Brown University, 164 Angell St. , 2nd floor, Providence, RI 02906, USA; [email:](email: john_papay@brown.edu)[ john_papay@brown.edu](email: john_papay@brown.edu). His research focuses on policies that affect teachers and educational inequality. His recent work has explored how teachers develop over the course of their careersand how policies affect school staffing.  \nBardelli et al.  \nKEYWORDS: teacher preparation, teacher effectiveness, program features  \nPreservice teacher education is the main entryway into teaching. It is not sur  \nprising, then, that researchers and policymakers have developed ways to evaluate teacher preparation programs (TPPs) using graduates’ value-added to student test scores (value-added measure [VAM]) and other workforce outcomes. The general theory behind these policies is that TPP graduates’ workforce outcomes are a useful proxy for the quality of preparation provided by TPPs, including the quality of coursework and clinical experiences.  \nResearchers, on the other hand, have found mixed evidence to support the use of graduates’ VAMs to identify more and less successful TPPs (Boyd et al., 2009; Constantine et al., 2009; Darling-Hammond et al., 2005; Glazermanet al., 2006; Goldhaber et al., 2013; Henry, Purtell, et al., 2014; Koedel et al. , 2015) . In their reanalysis of the data used in some of these prior studies, von Hippel and Bellows (2018) cautioned that most of the observed differences among TPP graduates’ VAMs could likely reflect statistical artifacts","cbCaiegkgnCCzlcV","https://ap.wps.com/l/cbCaiegkgnCCzlcV","pdf",1051866,34,"English","# Background and Motivation\n## Limits of existing value-added and observation evidence\n# Study Approach\n## Data source: Tennessee TPP graduates (2010–2018)\n## Outcome measures: VAM and classroom observation\n# Findings\n## Initial effectiveness differences\n## Growth trajectories and feature explanations\n# Implications\n## Policy guidance for TPP evaluation\n## Directions for future research","[{\"question\":\"What does the study investigate beyond initial teaching effectiveness?\",\"answer\":\"It investigates how TPP graduates’ instructional effectiveness improves over time, focusing on growth rates in effectiveness rather than only entry-level differences.\"},{\"question\":\"What data and measures are used to study teacher preparation impacts?\",\"answer\":\"The study uses Tennessee TPP graduates from 2010 to 2018 and estimates initial effectiveness and growth using value-added measures (VAMs) and direct assessments from the state’s classroom observation system.\"},{\"question\":\"How do program features relate to initial effectiveness versus growth?\",\"answer\":\"Program features explain part of differences, but the features correlated with initial teaching effectiveness are not the same as those correlated with growth in effectiveness.\"}]","Teacher Preparation Programs and Graduates’ Growth in Instructional Effectiveness - Journal Article | PDF",86]