Research into Teacher Training
Primary schools in disadvantaged areas with vacancies can recruit newly qualified teachers (NQTs) through a number of routes. Each has different costs and benefits associated with it. This study will compare the outcomes for pupils taught by NQTs, and explore the variability in the costs and other aspects of the training routes.
NFER will recruit 120 primary schools with Teach First teachers in Key Stage 2, and then recruit a matched sample of statistically similar primary schools with NQTs trained through either a university-based route such as PGCE, or a school-route such as Schools Direct. The classes taught by the NQT trainee teachers will undertake two maths assessments, one in September 2020 and one in June 2021.
NFER will also undertake qualitative research with teacher, schools and trainers from the three routes, and an analysis of the costs of each. Additional analyses will include analysis of outcomes controlling for teacher characteristics.
Research into Teacher Training is currently recruiting for Teach First primary schools, who had a Teach First teacher start in KS2 in Autumn 2019.
person_add How you can get involved
Research into Teacher Training is currently recruiting, register your interest using the contact information below.
13th December, 2019
Key Stage 2.
This project will compare outcomes for pupils in disadvantaged schools taught by NQT-level teachers trained in three different routes.
Organising your school
Why are we funding it?
There is little research undertaken on whether pupil outcomes vary when their teachers have been trained through different schemes. This quasi-experimental design aims to provide evidence that will be useful for both schools when making decisions about how to recruit new teachers, and for policy makers and funders. The cost analysis will build on work undertaken by the IFS funded by Nuffield Foundation looking at the costs of different teacher training routes.
How are we evaluating it?
The project is led by NFER who will be responsible for recruiting the schools and overseeing the tests, as well as the impact, cost and qualitative analysis. It is an effectiveness study aiming to assess the outcomes in the real-world using a matched difference-in-differences design. All schools involved will meet Teach First’s eligibility criteria for schools in disadvantaged areas.
When will the evaluation report be due?
The evaluation report will be published in Summer 2022.