Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City

48 Pages Posted: 4 Jun 2010

See all articles by Donald Boyd

Donald Boyd

SUNY at Albany

Pamela Grossman

Stanford University - School of Education

Karen M. Hammerness

Bard College

Hamilton Lankford

SUNY at Albany - College of Arts and Sciences

Susanna Loeb

Stanford University; National Bureau of Economic Research (NBER)

Matthew Ronfeldt

affiliation not provided to SSRN

James Wyckoff

University of Virginia

Date Written: May 2010

Abstract

School districts often struggle to recruit and retain effective math teachers. Alternative-route certification programs aim to expand the pool of teachers available; however, many alternate routes have not been able to attract large numbers of teacher candidates with undergraduate degrees in math. In response, some districts, including Baltimore, Philadelphia, Washington D.C., and New York City, have developed alternative programs with a math immersion component to recruit candidates who do not have undergraduate majors in math. Such programs provide potential math teachers with intensive math preparation to meet state certification requirements while, at the same time maintaining an early-entry approach in which individuals who have not completed a teacher preparation program can become qualified to teach with only five to seven weeks of coursework and practice teaching. Four years since its inception, the New York City Teacher Fellows Math Immersion program supplies 50 percent of all new certified math teachers to New York City public schools. In this study, we find that Math Immersion teachers have stronger academic qualifications than their College Recommending (traditionally certified) peers, although they have weaker qualifications than Teach for America teachers. However, despite stronger general academic qualifications Math Immersion teachers produce somewhat smaller gains in math achievement for middle school math students than do College Recommending teachers and substantially smaller gains than do Teach for America teachers.

Suggested Citation

Boyd, Donald and Grossman, Pamela and Hammerness, Karen M. and Lankford, Hamilton and Loeb, Susanna and Ronfeldt, Matthew and Wyckoff, James, Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City (May 2010). NBER Working Paper No. w16017, Available at SSRN: https://ssrn.com/abstract=1612611

Donald Boyd (Contact Author)

SUNY at Albany ( email )

1400 Washington Avenue
Albany, NY 12222
United States

Pamela Grossman

Stanford University - School of Education ( email )

Stanford, CA 94305-3096
United States

Karen M. Hammerness

Bard College ( email )

Annandale-on-Hudson, NY 12504-5000
United States

Hamilton Lankford

SUNY at Albany - College of Arts and Sciences ( email )

1400 Washington Avenue
Albany, NY 12222
United States

Susanna Loeb

Stanford University ( email )

School of Education 402P CERAS, 520 Galvez Mall
Stanford, CA 94305
United States
650-725-4262 (Phone)

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

Matthew Ronfeldt

affiliation not provided to SSRN ( email )

No Address Available

James Wyckoff

University of Virginia ( email )

1400 University Ave
Charlottesville, VA 22903
United States

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