The Making of a TeacherThe Making of a Teacher
Copyright © 1999 by the Center for Education Information.
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II. INSTITUTIONS PREPARING TEACHERS
Sixty percent of the IHEs preparing teachers are Independent non-profit institutions, 37 percent are Public, and approximately three percent are Profit-making/Proprietary institutions. (Table 7 and Figure 2)
Seventy-four percent of the individuals preparing to teach in IHEs graduate from programs in Public institutions, 25 percent from Independent, non-profit institutions and less than one percent from for Profit-making/Proprietary institutions. (Table 8 and Figure 3)
Types of institutions
Twenty-seven percent of the IHEs preparing teachers are 4-year Undergraduate only, 69 percent are 4-year Undergraduate and graduate institutions, 1.5 percent are graduate only, and 2.6 percent other. (Table 9)
Institutions by enrollment size
Of the 1,354 IHEs identified as having program(s) for the initial preparation of teachers, 222 (16 percent) enroll fewer than a total of 1,000 students; 662 (49 percent) have a total institutional headcount enrollment of between 1,000 and 4,999 students; 227 (17 percent) enroll between 5,000 and 9,999 students; and 243 (18 percent) enroll more than 10,000 students each. (Table 7, Figure 4)
The 243 IHEs that enroll more than 10,000 students (18 percent of the total) account for nearly half (46 percent) of all prospective teachers prepared in IHEs. Nearly two-thirds of the IHEs that have Teacher Preparation Programs (884 or 65 percent) enroll fewer than a total of 5,000 students each. These institutions produce a little over one-fourth (28 percent) of all teacher education graduates. (Table 7 and Figure 6)
Figure 6.
The range of number of graduates per Teacher Preparation Program is enormous. On the one end, only 2.5 percent of Post-baccalaureate programs and fewer than five percent (4.8 percent) of Undergraduate programs produce more than 500 prospective teachers each. At the other end, 44 percent of IHEs at the Post-baccalaureate level and 27 percent at the Undergraduate level graduate 25 or fewer prospective teachers each. An additional 18 percent and 22 percent, respectively, produce between 26 and 50 teacher graduates each. (Table 11)
State approval and Accreditation of Teacher Preparation Programs
Nearly all of the CEI survey respondents said their initial Teacher Preparation Programs were State approved.
Sixty-two percent of the respondents reported they were accredited by a professional accrediting body. Of the institutions that indicated they were accredited by a professional accrediting body, 44 percent said they were accredited by the National Council for the Accreditation of Teacher Education (NCATE), 2.3 percent by the National Association of State Directors of Teacher Education and Certification (NASDTEC), 0.1 percent by the Teacher Education Accreditation Council (TEAC), 14 percent by a regional accrediting association and nine percent by some other body. (Table 12)
Cap on Number of Students Admitted Into Teacher Preparation
One in 10 (19 percent) of the IHEs surveyed said they had a cap on the number of teacher education students they can accept, i.e., they have a restriction on the number of students they can accept into their initial Teacher Preparation Programs, such as budgetary constraints. (Table 13)
Dr. Feistritzer is president of the National Center for Education Information
in Washington, D.C.
The National Center for Education Information
4401 Connecticut Ave., NW, PMB 212
Washington, D.C. 20008-2322
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