Home > Resources > AACTE Research, Reports, and Briefs
Watch National Portrait author Jacqueline King in these webinar recordings detailing the report findings on two key issues:
Degree Trends in High-Demand Teaching Specialties: 2009-10 to 2016-17 (2020)
How Do Education Students Pay for College? (2020)
Institutions Offering Degrees in Education: 2009-10 to 2016-17 (2020)
Education Students and Diversity: A Review of New Evidence (2019)
Special Education Tenets of Clinical Practice (2019)
Promising Practices to Recruit and Retain Male Teachers of Color Phase I: Exploring New Pathways to Recruit and Retain (2019)
Colleges of Education: A National Portrait (2018)
Clinical Practice Commission Report
View All Research Reports
As a strategic priority, AACTE invests in educator preparation research. Our members are the leading experts in their fields of inquiry, and we promote their research through the Journal of Teacher Education, the Ed Prep Matters newsletter, and collaboration on original research. AACTE’s cutting-edge research is grounded in the core values of inquiry and innovation; quality and impact; diversity, equity, and inclusion. The aim is to provide members and strategic partners with the information necessary to make informed decisions that will ensure all educators are profession-ready to meet the needs of all learners.
The Consortium for Research-Based and Equitable Assessments (CREA) project has released a white paper to examine the history and baseline of entrance and licensure examination cut scores and its impact on the teacher-of-color pipeline. The paper addresses these three questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession?, (2) Who determines cut scores for these tests?, and (3) What is the historical significance and implications of these tests on the diversity of the profession today? Read more.
Over the past three years, AACTE has been engaged in a strategic planning process that will guide the organization through the coming decade. This report reflects findings from a vital part of the planning process: input from a cross-section of deans of education and public policy and foundation leaders outside the AACTE organization who are engaged in supporting education. What do these leaders think of the new AACTE strategic plan, its vision, mission, and goals? What insights do they share? Read more
In early October 2020, AACTE invited the chief representatives of its member institutions to complete a survey on how the twin crises of COVID-19 and racial injustice had affected their educator preparation programs and how they have responded to these crises. Nearly 170 AACTE members completed the survey, for an overall response rate of 26%. Respondents were very similar to the population of AACTE members in terms of institution type. AACTE conducted a similar survey in April 2020, asking members about the immediate impact of COVID-19 on their educator preparation programs. That survey had a similar response rate (27%) and was also representative of AACTE’s membership. Where applicable, this summary includes an indication of how conditions changed between the spring and fall of 2020. Read More.
Provides detailed information on degree trends in four high-demand teaching specialties: special education, math and science education, English as a second language, and foreign language education. Read More.
To help AACTE members better understand the financial pressures impacting education students, this issue brief takes a detailed look at how students pursuing a bachelor’s degree in education pay for college, including the costs that they face and the financial sources that they tap to meet those expenses. Read More.
This brief examines recent trends in the number of institutions awarding degrees in education and the size of those programs. Read more.
Select AACTE members featured within this Diversity, Equity, and Inclusion Handbook share their strategies to diversify the profession: Strand I strategies focus on faculty and staff professional development to increase cultural competency, while Strand II strategies describe initiatives to recruit and retain a diverse educator workforce. AACTE encourages policymakers’ investment in the strategies described within this Handbook given the significant positive impact the strategies have on the education workforce and the education of our PK-12 students. Investing in strengthening and transforming university-based preparation and ongoing professional development for educators is crucial to enhancing academic success for the nation’s learners. Read more.
In response to the changes in state policies and practices as a result of COVID-19, AACTE has also released a report of recommendations to state leaders on how to support educator preparation programs (EPPs) and novice teachers as they navigate new and unexpected challenges. This report and infographic, Teaching in the time of COVID-19: State Recommendations for Educator Preparation Programs and New Teachers, discusses 10 recommendations to strengthen teacher licensure and certification, clinical experiences and new teacher induction during and post-COVID.
This issue brief examines the personal, family, and socioeconomic characteristics of students working toward bachelor’s and master’s degrees in education. It then compares these students to the general student population and identifies key differences by race/ethnicity. Read More.
This publication is a compendium to the AACTE Clinical Practice Commission report, A Pivot Toward Clinical Practice,Its Lexicon, and the Renewal of Educator Preparation. It is to be used to identify and define key areas of consideration in special education clinical preparation. Read More.
This report documents promising practices and significant challenges that schools, colleges, and departments of education around the country may face as they prepare professionals for increasingly diverse and complex educational environments. Read More.
This report provides a comprehensive picture of colleges of education: the work that they do, the people who do that work, and the students they serve. Read More.
This report (2018) highlights research-based recommendations, including a shared professional lexicon, for all educators to embrace as a foundation for effectively implementing evidence-based clinical practice. Read More.