U.S. Department of Education, ED
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Bill and Melinda Gates Foundation, BMGF
Grant: 1128040
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Bill and Melinda Gates Foundation, BMGF
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
American Institutes for Research, AIR
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Institute of Education Sciences, IES
Grant: R324A170016
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Institute of Education Sciences, IES
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Northwestern University, NU
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Washington State University, WSU
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Western Washington University, WWU
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
Central Washington University, CWU
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
University of Washington Bothell, UWB
Funding text 1: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning.; Funding text 2: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016).; Funding text 3: The research presented here would not have been possible without the administrative data provided by the Washington Office of the Superintendent of Public Instruction through data-sharing agreement 2015DE-030 or without the student teaching data provided by teacher education programs from the following institutions participating in the Teacher Education Learning Collaborative (TELC): Central Washington University (CWU), City University, Evergreen State College, Gonzaga University, Northwest University, Pacific Lutheran University, St. Martin’s University, Seattle Pacific University, Seattle University, University of Washington Bothell, University of Washington Seattle, University of Washington Tacoma, Washington State University, Western Governors University, and Western Washington University. The research presented here utilizes confidential data from CWU. The views expressed here are those of the authors and do not necessarily represent those of CWU or other data contributors. Any errors are attributable to the authors. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A170016 to the American Institutes for Research. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. This research was also supported by the National Center for Analysis of Longitudinal Data in Education Research (CALDER), which is funded by a consortium of foundations. For more information about CALDER funders, see www.caldercenter.org/about-calder. The collection and cleaning of the TELC data was funded by the Bill and Melinda Gates Foundation (grant #OPP1128040) and an anonymous foundation. The authors wish to thank participants at the Boston University Wheelock Educational Policy Center Seminar Series, Kaylan Connally, Kirk Walters, and the expert planning team and advisory board for this project, including Gail Coulter, Glenna Gallo, Kari Lewinsohn, Val Lynch, Laura Matson, Fran McCarthy, Darcy Miller, Bill Rasplica, Ilene Schwartz, and Janice Tornow, for comments that improved this analysis. Finally, we wish to thank Natsumi Naito and Seraphina Shi for outstanding research assistance, and Nate Brown, Jessica Cao, Elliot Gao, Andrew Katz, Tony Liang, Arielle Menn, Rain Ortega, Cameron Thompson, Stacy Wang, Malcolm Wolff, Hilary Wu, and Yunqi Zhang for their support with data collection and cleaning. The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, (grant number R324A170016). Manuscript received June 2021; accepted December 2021.
