We are continuing our data series on public school teachers in Texas. To this point, we have looked at trends related to the quantity of public school teachers in Texas, the production of newly-certified teachers by type of Educator Preparation Program (EPP), and the quality of new teachers using results from TEA’s Principal Survey of First-Year Teachers. This blog will present data from the perspective of teacher candidates who are evaluating their field experience and preparedness for becoming a first-year teacher.
Data from the 2021 Exit Survey provided by TEA includes responses from teacher candidates to a series of survey questions. The data are reported by gender, race/ethnicity, and EPP type. In the visualizations below, we explore average ratings of items within survey sections while disaggregating the results by race/ethnicity and EPP type. As a reminder, Traditional EPPs include all pathways to certification (traditional, alternative, and post-baccalaureate) that are offered by a college or university in Texas, while Alternative EPPs are “nontraditional routes to certification” that are not affiliated with a college or university that allow individuals with a bachelor’s degree to serve as teachers-of-record while completing teacher certification requirements in Texas.
Average Ratings by EPP
Survey Items by Race/Ethnicity
Overall Rating by Race/Ethnicity
The bottom line with regard to the TEA Exit Survey data is that there is not much difference in the ratings of teacher candidates regardless of EPP type or race/ethnicity. The Exit Survey serves as a baseline data-point in a test-retest model, as teacher candidates complete the Exit Survey prior to earning their initial certification and becoming a classroom teacher. TEA then surveys those first-year teachers at the end of their first academic year in the classroom to further reflect on their updated sense of how well the EPP prepared them for the first year of teaching. In our next blog post, we will explore results from the TEA’s New Teacher Survey to see whether the high-level of confidence teacher candidates expressed in the Exit Survey is consistent with their perceptions after a year in the public school classroom.