The implied assumptions of the aforementioned linear
formula are overly simplistic given the nonrandomness of the
teacher candidate population... If
teacher candidates who enroll in a traditional
teacher education program are arguably different from
teacher candidates who enroll in an alternative program, and both groups are compared once they become
teachers, one group might have a distinct and unfair advantage over the other... What can not be overlooked, controlled
for, or dismissed from these comparative investigations are
teachers» enduring qualities that go beyond their
preparation (Boyd et al., 2006; Boyd, Grossman, Lankford, Loeb, & Wyckoff, 2007; Harris & Sass, 2007; Shulman, 1988; Wenglinsky, 2002).
Funding under Title II of the Every Student Succeeds Act provides districts with
formula grants in order to support
teachers, school leaders, and
preparation programs.36 States can reserve up to 5 percent of their funding
for the expansion of
teacher preparation programs.37 In addition, public universities should leverage existing grant opportunities.