Teacher Preparation and Performance in North Carolina Public Schools

This policy brief examines the distribution, effectiveness, and persistence of individuals entering the teaching profession with different forms of preparation. In comparison to teachers prepared by the University of North Carolina system, we find that: (1) North Carolina Independent College and University prepared teachers are less effective in middle grades mathematics and 5th and 8th grade science; (2) Out-of-state prepared teachers are less effective in elementary and high school grades and exhibit high rates of attrition; (3) Alternative entry teachers are less effective at the high school level, receive lower teacher evaluation ratings from their principal, and attrite at high rates; and (4) Teach For America Corps Members are more effective in secondary grades and STEM tested subjects and receive higher evaluation ratings from their principal but persist at very low rates. From these findings we conclude that: