Retaining Teacher Candidates in the New American College.

Overview & Synopsis

This study examined why students leave teacher education. It included 657 students from a comprehensive institution of higher education who took an entry-level education course in the fall or spring semester of 1998-1999 and 1999-2000. Researchers hypothesized that there would be a relationship among grade point average (GPA), scholastic assessment test (SAT) scores, and the likelihood of students remaining in teacher education. They also hypothesized that students' strength of initial commitment, learning preferences, and parents' educational level would influence their remaining in teacher education. Researchers collected data on students' high school GPA, college GPA, and SAT scores from university records. Students completed surveys which estimated initial commitment to teacher education and examined other issues. They also completed the Learning Type Measure, which assessed how they perceived and processed information. Students who did not continue in teacher education after the second semester completed brief telephone interviews. Results indicated that there was a relationship among GPA, SAT scores, and student retention in teacher education. There was also a relationship between learning preferences and retention. Students' strength of initial commitment did not predict retention. Though educational level and occupation of the mother did not predict retention, occupation of the father was a predictor. (Contains 31 references.) (SM)