Since the inception of the guided pathways model in 2015, most related research has focused on the interconnecting processes and practices that lead to student persistence and completion. While the processes and practices are the basis of the model, scholars acknowledge that the model's human capital and change management components are just as…

Ohio recognizes that high-quality teachers come from high-quality teacher preparation programs. To help improve the quality of educator preparation programs in Ohio, H.B. 1 of the 128th General Assembly directed the Chancellor of the Ohio Department of Higher Education to develop a system for evaluating Ohio's educator preparation programs (ORC…

Surveys of teacher preparation program (TPP) completers have become one widely used measure for program accountability and improvement, yet there is little evidence as to whether perceptions of preparation experiences predict the workforce outcomes of teachers. In the present study, we use statewide completer survey data from North Carolina to…

States are incorporating evaluation ratings into new, multioutcome teacher preparation program (TPP) evaluation systems, yet little is known about the relationships between TPPs and the evaluation ratings of program graduates. To address this gap, we use teachers' ratings on the North Carolina Educator Evaluation System to determine whether TPPs…

This study evaluated secondary school seventh-grade Turkish and mathematics programs using the Context-Input-Process-Product Evaluation Model based on student, teacher, and inspector views. The convergent parallel mixed method design was used in the study. Student values were identified using the scales for socio-level identification, traditional…