02954cam a22003257 4500001000700000003000500007005001700012008004100029100001800070245021700088260006600305490004200371500001400413520157300427530006102000538007202061538003602133690007102169690006702240700001902307700002302326700002402349700001902373700002202392700002002414710004202434830007702476856003802553856003702591w16017NBER20170726070440.0170726s2010 mau||||fs|||| 000 0 eng d1 aBoyd, Donald.10aRecruiting Effective Math Teachersh[electronic resource]:bHow Do Math Immersion Teachers Compare? /cDonald Boyd, Pam Grossman, Karen Hammerness, Hamilton Lankford, Susanna Loeb, Mathew Ronfeldt, James Wyckoff. aCambridge, Mass.bNational Bureau of Economic Researchc2010.1 aNBER working paper seriesvno. w16017 aMay 2010.3 aSchool districts often struggle to recruit and retain effective math teachers. Alternative-route certification programs aim to expand the pool of teachers available; however, many alternate routes have not been able to attract large numbers of teacher candidates with undergraduate degrees in math. In response, some districts, including Baltimore, Philadelphia, Washington D.C., and New York City, have developed alternative programs with a math immersion component to recruit candidates who do not have undergraduate majors in math. Such programs provide potential math teachers with intensive math preparation to meet state certification requirements while, at the same time maintaining an early-entry approach in which individuals who have not completed a teacher preparation program can become qualified to teach with only five to seven weeks of coursework and practice teaching. Four years since its inception, the New York City Teacher Fellows Math Immersion program supplies 50 percent of all new certified math teachers to New York City public schools. In this study, we find that Math Immersion teachers have stronger academic qualifications than their College Recommending (traditionally certified) peers, although they have weaker qualifications than Teach for America teachers. However, despite stronger general academic qualifications Math Immersion teachers produce somewhat smaller gains in math achievement for middle school math students than do College Recommending teachers and substantially smaller gains than do Teach for America teachers. aHardcopy version available to institutional subscribers. aSystem requirements: Adobe [Acrobat] Reader required for PDF files. aMode of access: World Wide Web. 7aI21 - Analysis of Education2Journal of Economic Literature class. 7aI28 - Government Policy2Journal of Economic Literature class.1 aGrossman, Pam.1 aHammerness, Karen.1 aLankford, Hamilton.1 aLoeb, Susanna.1 aRonfeldt, Mathew.1 aWyckoff, James.2 aNational Bureau of Economic Research. 0aWorking Paper Series (National Bureau of Economic Research)vno. w16017.4 uhttp://www.nber.org/papers/w1601741uhttp://dx.doi.org/10.3386/w16017