Meeting the Moment: Impact of TEACH Grant on US Undergraduate Education Degree Completion in High-Need Content Areas.

Autor: Peyton DJ; Department of Reading Education & Special Education, Appalachian State University, Boone, USA., van Dijk W; Department of Special Education and Rehabilitation Counseling, Utah State University, Logan, USA., Mason-Williams L; Department of Teaching, Learning, & Educational Leadership College of Community & Public Affairs, Binghamton University, Binghamton, USA.
Jazyk: angličtina
Zdroj: Higher education policy [High Educ Policy] 2022 Feb 11, pp. 1-26. Date of Electronic Publication: 2022 Feb 11.
DOI: 10.1057/s41307-022-00263-3
Abstrakt: As part of the College Cost Reduction and Access Act (2007), the USA funded the TEACH Grant to incentivize earning a degree in a high-need content area (e.g., STEM fields, language-related areas, and Special Education) and to help meet teacher supply needs in low-income schools. Our analysis investigates the impact TEACH has had on the production of undergraduate education degrees overall and in high-need content areas. Using publicly available datasets and propensity score methods, we compare undergraduate education degree production at institutions of higher education, making comparisons between adopters and non-adopters of TEACH. Our findings suggest the adoption of TEACH had no impact on the overall production of undergraduate education degrees or production of education degrees in STEM, language-related fields, or special education. We situate our findings in the context of unrelenting demand for teachers in the USA.
Supplementary Information: The online version contains supplementary material available at 10.1057/s41307-022-00263-3.
(© International Association of Universities 2022.)
Databáze: MEDLINE
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