Search results for: Yang Minseok

This study introduces a new approach to measure effectiveness of teacher preparation programs (TPP) at U.S. universities by examining to what extent TPPs produce employable teacher candidates. The authors use teacher vacancy-application data in Wisconsin public schools from 2014–15 through 2016–17. They find that attending specific TPPs makes a difference for novice teacher applicants’ hiring outcomes, but the competitiveness of these TPPs is inextricable from their geographic locales. Their findings complement the existing acontextual and absolute TPP rankings and suggest that graduates of TPPs with strong school and community partnerships are more competitive in the local labor market.