Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers

Abstract

This article examines the effectiveness of a 1-year full-time credential program in recruiting, preparing, and retaining elementary, secondary, and special education teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Findings indicate that the program recruited 554 candidates over 6 years, with 94% completing it; 43% were hired in the urban school district where they were trained; and at the end of 5 years of teaching, retention averaged 74%. Overall, graduates reported satisfaction with their preparation and teaching careers and discussed the most helpful aspects of their preparation. Implications are discussed regarding the design and components of a school-university credential program that enhance the preparation of high-quality teachers for urban schools.