Educator preparation programs (EPPS) are increasingly focused on identifying successful strategies for including more teacher candidates from underrepresented groups (i.e., students of color, English language learners, first-generation students). But the process of attracting, admitting, supporting, and successfully graduating students from underrepresented groups has proven to be challenging for many reasons. This research memorandum outlines some of the challenges EPPs face and offers a consolidated look at literature-based strategies for addressing such challenges.
Educational Testing Service
Goe, L., & Roth, A. (2019) Strategies for supporting educator preparation programs’ efforts to attract, admit, support, and graduate teacher candidates from underrepresented groups. Research Memorandum No. RM-19-03. Princeton, NJ Educational Testing Service.
Clinical experiences of teacher candidates (placement diversity, depth, breadth, timing/duration, feedback, and mentor selection/training), Clinical Preparation and Partnerships, Non-university partnerships or programs, Partnerships between teacher preparation programs and school districts/schools, campus learning centers, STEM education centers, Recruiting an effective and diverse teacher workforce, Recruiting and Supporting Candidates, Retention and support of teacher candidates during in preparation, Retention, Support, and Tracking of Graduates, Teacher candidate preparation to enter the field (induction and/or mentoring)