Content area
Abstract
This investigation is concerned with the effects of the Accountability System for Educator Preparation (ASEP) in Texas as perceived by faculty, administration, and students of two Texas universities placed “Accredited Under Review” under during the years 2000 and 2001. Teacher quality importance, accountability, and the effects of high-stakes testing are the focus of the research.
Data for the study were collected by using a validated survey instrument of effects that effect faculty, administrators, and students at the educator preparation programs. Using a validated questionnaire and conducting interviews with faculty, administrators, and students will be the means of collecting data for the study. The population for the quantitative portion of the study includes 30 faculty members, 9 administrators, and 28 students. Descriptive statistics were used to analyze the quantitative data. A mean was applied to each group (faculty, administrators, and students) for each question answered. The quantitative data received is organized for analysis according to the original research questions. The qualitative portion of the study includes personal interviews with twelve people. The group of twelve included four faculty members, four administrators, and four students from the two universities selected for the study.
In providing information regarding effects on faculty, administrators, and students, the study provides basis for better decision making in the process of dealing with a university placed “Accredited Under Review”. The study measures the effects of the Accountability System for Educator Preparation (ASEP) in Texas as perceived by faculty, administration, and students in two universities that were “Accredited Under Review” in 2000 and 2001. The study is beneficial in assisting educator preparation programs prepare for being placed on this status.