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Strategies for Supporting Educator Preparation Programs’ Efforts to Attract, Admit, Support, and Graduate Teacher Candidates From Underrepresented Groups ELL EPPS

Author(s):
Goe, Laura; Roth, Amanda
Publication Year:
2019
Report Number:
RM-19-03
Source:
ETS Research Memorandum
Document Type:
Report
Page Count:
34
Subject/Key Words:
Preservice Teachers, Educator Preparation Programs (EPPs), Teacher Diversity, Minority Group Teachers, Candidates, Teacher Recruitment, Underrepresentation, Teacher Preparation, English Language Learners (ELL), Racial and Ethnic Groups, Nontraditional Students, College School Cooperation, Financial Support, Social Support Groups, Academic Support Services, Student Needs, Test Preparation, Teacher Licensure

Abstract

Educator preparation programs (EPPs) are increasingly focused on identifying successful strategies for diversifying their programs by including more teacher candidates from underrepresented groups (i.e., students of color, English language learners, first-generation students). But the process of attracting, admitting, supporting, and successfully graduating students from underrepresented groups has proven to be challenging for many reasons—some more easily addressed than others. However, there are EPPs that are succeeding against the odds. This research memorandum outlines some of the challenges EPPs face and offers a consolidated look at literature-based strategies for addressing such challenges.

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