Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency

43 Pages Posted: 15 Dec 2011 Last revised: 21 Mar 2021

See all articles by John P. Papay

John P. Papay

Brown University

Martin R. West

Harvard Graduate School of Education

Jon Fullerton

University of California, Los Angeles (UCLA) - Department of Policy Studies

Thomas J. Kane

University of California, Los Angeles (UCLA) - School of Public Policy & Social Research; National Bureau of Economic Research (NBER)

Date Written: December 2011

Abstract

The Boston Teacher Residency is an innovative practice-based preparation program in which candidates work alongside a mentor teacher for a year before becoming a teacher of record in Boston Public Schools. We find that BTR graduates are more racially diverse than other BPS novices, more likely to teach math and science, and more likely to remain teaching in the district through year five. Initially, BTR graduates for whom value-added performance data are available are no more effective at raising student test scores than other novice teachers in English language arts and less effective in math. The effectiveness of BTR graduates in math improves rapidly over time, however, such that by their fourth and fifth years they out-perform veteran teachers. Simulations of the program's overall impact through retention and effectiveness suggest that it is likely to improve student achievement in the district only modestly over the long run.

Suggested Citation

Papay, John P. and West, Martin R. and Fullerton, Jon and Kane, Thomas J., Does Practice-Based Teacher Preparation Increase Student Achievement? Early Evidence from the Boston Teacher Residency (December 2011). NBER Working Paper No. w17646, Available at SSRN: https://ssrn.com/abstract=1972795

John P. Papay (Contact Author)

Brown University ( email )

Box 1860
Providence, RI 02912
United States

Martin R. West

Harvard Graduate School of Education ( email )

6 Appian Way
Cambridge, MA 02138
United States

Jon Fullerton

University of California, Los Angeles (UCLA) - Department of Policy Studies ( email )

Los Angeles, CA
United States

Thomas J. Kane

University of California, Los Angeles (UCLA) - School of Public Policy & Social Research ( email )

Box 951656
Los Angeles, CA 90095
United States

National Bureau of Economic Research (NBER)

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

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