Learnings from a Longitudinal Study of New Jersey Alternate Route and College-Prepared Elementary, Secondary English, and Secondary Math Teachers

Abstract

Findings from a longitudinal survey, interview, and observational study of an early cohort of New Jersey elementary, secondary English, and secondary math teachers participating in a first-generation state alternate route initiative to address issues of supply, quality, and diversity in the teaching pool are discussed. The article explores emerging themes common to the literature on alternate routes and unique contributions of this study in relation to the recruitment, preparation, placement, and retention of teachers prepared in college-based and alternate route programs. The article ends with implications of what has been learned and still needs to be learned about different approaches in the face of the continued need for highly qualified teachers and in light of the contrasting policy agendas surrounding teacher education. Rather than the “horse-race” mentality that dominated earlier debate of alternate route vs. college-based teacher education programs, a more constructive frame considers the short term and long term trade-offs (e.g., recruitment vs. preparation, recruitment vs. retention) that arose from New Jersey's early implementation of an alternate route program.