Factors Associated with Program Performance in the UMBC Teacher Preparation Program
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Author/Creator ORCID
Date
2018-01-01
Type of Work
Department
Sociology and Anthropology
Program
Sociology, Applied
Citation of Original Publication
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Distribution Rights granted to UMBC by the author.
Access limited to the UMBC community. Item may possibly be obtained via Interlibrary Loan thorugh a local library, pending author/copyright holder's permission.
This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Access limited to the UMBC community. Item may possibly be obtained via Interlibrary Loan thorugh a local library, pending author/copyright holder's permission.
This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.
Subjects
Abstract
This theses examines the associations between student race/ethnicity, gender, graduate/undergraduate status, certification area, and transfer status with program completion assessment ratings within the UMBC Department of Education. Specifically, this study investigates the following research questions: 1) To what extent are individual characteristics such as race, gender, or transfer status associated with performance in the UMBC Teacher Preparation Program? 2) Is there evidence that individual characteristics such as race, gender, or transfer status combine to yield differential student performance outcomes among UMBC teacher candidates? Analysis of 250 teacher candidates from the University of Maryland, Baltimore County (UMBC) Department of Education program completer data set using linear/logistic regression reveals that undergraduate candidates, male candidates, and non-white candidates are at risk of lower performance based on the four performance measures. Additionally, male transfer students were at risk of lower grade-point-averages whereas female transfer students did not exhibit the same patterns. This study sheds light potential barriers for teacher candidates within the UMBC Department of Education.