Retention as a function of a preservice teacher education program design: The MESTEP case

Abstract

Early in 1983, a group of University of Massachusetts faculty, school superintendents, and corporate managers formed a partnership to recruit talented college graduates into teacher education. Recruitment of diverse, talented graduates with majors in math, English, or a science was the central goal. Innovative program approaches and attention to career development were seen as necessary means to that goal. The resulting 15-month masters program, MESTEP (the Math English Science Technology Education Project), welcomed its first 17 students in June, 1983. Five years later, the 125th candidate entered. Recruitment goals have been met. The academic and experiential talent levels, and racial and cultural diversity of the 125 students have exceeded our hopes. When reviewing retention data for the five groups (classes of 1984-88) which have completed the program, three facts are salient: 1. Of 125 people who started, 100 have successfully completed the program, and 21 are currently enrolled. 2. Of the 100 who successfully completed the program, 91 entered teaching within 1 year of graduating. 3. As of January, 1989, 70 of these 100 were teaching, 10 had gone on to further graduate study, and 10 others were involved in education-related work.