**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -**  **1**



## Ap **pendix B. Recruitment Materials**  Teacher Preparation Program Interview ................................ ................................ ................... B -2 Teacher Preparation Program Letter of Support from IES ................................ ....................... B -6 Study Fact Sheet for Teacher Preparation Programs ................................ ................................ B - 8 District Letter of Support from IES ................................ ................................ ........................ B - 10 Study Fact Sheet for Districts and Schools ................................ ................................ ............. B - 11 School Letter of Support from IES ................................ ................................ ......................... B - 13 Teacher Background Form ................................ ................................ ................................ ...... B - 14 Parent Consent Form

– ACTIVE ................................ ................................ ............................ B - 16 Parent Consent Form

– PASSIVE ................................ ................................ .......................... B - 17**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **2**



### Teacher Prepar**ation Program Interview** 

## Study	overview State	the	purpose	of	the	study	and	provide	a	brief	overview	of	the	study	design.	Ask	if	the	respondent has	any	questions	about	the	study	based	on	the	letter	of	support	and	the	fact	sheet	sent	from	IES/ED. Explain	th at	you	have	prepared	for	the	interview	by	reviewing	publicly	available	information	(website, program	catalogues)	and	that	you	may	confirm	such	information	during	the	interview.

 This	study	is	NOT	a	program	evaluation	or	an	audit.	Rather,	it	is	a	basic	rese arch	study examining	factors	related	to	teacher	effectiveness.  The	primary	research	question	of	the	study	asks	how	variation	in	teacher	preparation programs’	approaches	to	clinical	practice,	pedagogical	content	knowledge	instruction	and content	knowledge	i nstruction	are	related	to	both	teacher	and	student	outcomes.  Because	there	is	so	little	rigorous	research	in	the	teacher	preparation	field,	the	study	team needs	to	collect	original	data	from	teacher	preparation	programs.  This	data	collection	from	teacher preparation	programs	will	help	us	to:	a)	understand	the variation	that	exists	across	states;	and	b)	make	our	recruitment	more	efficient	by	allowing	us	to have	an	idea	of	how	to	select	teachers	with	meaningful	variation	in	experiences.	(However,	final teacher	eligibility	will	be	determined	by	teachers’	self - report	of	their	actual	experiences.)  Your	data	will	never	be	linked	to	your	program;	all	findings	will	be	used	to	help	describe	and define	the	variation	across	programs	in	how	they	organize,	deliver, and	assess	clinical preparation.  The	results	of	this	study	will	be	among	the	few	rigorous	examinations	of	this	kind	of relationship	and	therefore	will	be	informative	for	the	field	of	teacher	preparation.  When	the	final	report is	available,	we	will	send you	an	email	with	a	link	to	the	report.	This	may not	be	for	another	two	and	a	half	to	three	years. 

## Determination	of	focus	program Based	on	your	extant	data	review,	determine	the	certification	program	on	which	the	interview	will focus.	This	is	especially important	if	the	teacher	preparation	program	has	multiple	certification programs	(e.g.,	PreK

-3,	4-8). 

## Terms	in	this	questionnaire Based	on	your	extant	data	review,	clarify	the	terminology	that	the	program	uses	for	the	key	terms below,	and	then	try	to	use the	appropriate	terminology	throughout	the	interview.  **Fieldwork:** Planned	experiences	in	school	settings	that	usually	take	place	before	student teaching.  **Student	teaching:** Planned	experiences	in	schools	in	which	candidates	are	leading	a	class, under	the	day- to - day	supervision	of	the	licensed	teacher	assigned	to	that	classroom.  **Cooperating	school:** A	school	in	which	teacher	candidates	are	placed	for	fieldwork	or student	teaching.  **Cooperating	Teacher:** A	teacher	with	whom	a	teacher	candidate	is	placed	for	fieldwork	or student	teaching.**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **3**

 **Teacher	candidate** :	A	college	or	university	student	enrolled	in	a	teacher	preparation program.  **Program	supervisor:** Person	who	supervises	teacher	candidates	for	fieldwork	or	student teaching.	May	be	a	university	faculty	member	or	not.  **Content	courses:** Instruction	in	the	content	of	each	subject	area,	e.g.,	math,	ELA,	science, social	studies.  **Pedagogical	content	knowledge	courses:** Instruction	in	the	methods	for	teaching	content knowledge. 

## Review	interview	structure Say	that	the	first	part	of	the	interview	will	focus	on	the	clinical	practice	component	of	the	program and	that	it	will	be	divided	into	two	major	sections: fieldwork and student	teaching.	The	latter	sections of	the	interview	cover	content	courses,	pedagogical	content	knowledge	courses,	and	special populations	(EL	and	SPED	students). 

### Topics	for	interviews	with	Teacher	Preparation	Program	Faculty/Administrators **Fieldwork**  Amount	and	integration	of	fieldwork	(e.g.,	number	of	required	courses,	amount	of	time	in field	settings,	linkage	between	required	courses	and	fieldwork)  Preview	of	teaching	(e.g.,	activities	expected	of	all	teacher	candidates,	approaches	used	to introduce	teacher	candidates	to	teaching	responsibilities)  Systematic	feedback	(e.g.,	frequency	of	observation	an d	feedback,	nature	of	feedback encouraged/required	of	supervisors	and	cooperating	teachers	by	program,	topics	covered in	feedback,	approach(es)	used	to	provide	additional	support	to	teacher	candidates	at	risk of	inadequate	progress)  Placement	(criteria	for selection	of	schools	and	teachers,	communication	with	schools, responsibility	for	selecting	schools/teachers)  Consistency	of	fieldwork	experience	for	all	teacher	candidates	(exceptions	to	requirements)  Other	program	elements	designed	to	ensure	that	teach er	candidates	have	the	fieldwork experiences	that	are	the	hallmark	of	this	program **Student	Teaching**

 Amount	and	alignment	of	student	teaching	experience	in	school	settings	(e.g.,	number	of required	weeks,	amount	of	time	in	host	classroom/school)  Range	of teaching	responsibilities	required	for	all	student	teacher	(e.g.,	instructional	and non - instructional	activities	expected	of	all	student	teachers)  Systematic	feedback	(e.g.,	frequency	of	observation	and	feedback,	nature	of	feedback encouraged/required	of supervisors	and	cooperating	teachers	by	program,	topics	covered in	feedback,	approach(es)	used	to	provide	additional	support	to	teacher	candidates	at	risk of	inadequate	progress)  Placement	(criteria	for	selection	of	schools	and	teachers,	communication	with schools, responsibility	for	selecting	schools/teachers)**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **4**

 Consistency	of	student	teaching	experience	for	all	teacher	candidates	(exceptions	to requirements)  Other	program	elements	designed	to	ensure	that	teacher	candidates	have	the	student teaching	experie nces	that	are	the	hallmark	of	this	program **Content	Knowledge**

 Total	number	of	courses	required,	including	upper	level/advanced	courses	in	four	core content	areas	(English	Language	Arts/ELA,	Mathematics,	Social	Studies,	Science)  Topics	covered	in	ELA	and Math	Content	Courses  Other	program	elements	designed	to	ensure	that	teacher	candidates	have	the	content knowledge	this	program	believes	is	essential **Pedagogical	Content	Knowledge**

 Total	number	of	methods	courses	required	in	four	core	content	areas	(Engl ish	Language Arts/ELA,	Mathematics,	Social	Studies,	Science)  Topics	covered	in	ELA	and	Math	Content	Courses  Other	program	elements	designed	to	ensure	that	teacher	candidates	have	the	pedagogical content	knowledge	this	program	believes	is	essential **Workin g	with	Special	Populations:	(Student	with	Disabilities	(SWD))** 

 Total	number	of	stand - alone	courses	required	for	teacher	candidates	on	teaching	SWD students  Total	number	of	integrated	courses	required	for	teacher	candidates	on	teaching	SWD students  Topics	c overed	in	coursework	focused	on	SWD	students  Amount	and	type	of	experience	working	with	SWD	students  Nature	of	SWD - specific	supervision	provided	to	teacher	candidates	working	with	SWD students  Other	program	elements	designed	to	ensure	that	teacher	candidates	have	the	knowledge and	skills	needed	to	work	with	SWD	students	that	this	program	believes	is	essential **Working	with	Special	Populations:	(English	Language	Learners	(EL))**

 Total	number	of	stand - alone	courses	required	for	teacher	candidates	on	teaching	E L students  Total	number	of	integrated	courses	required	for	teacher	candidates	on	teaching	EL	students  Topics	covered	in	coursework	focused	on	EL	students  Amount	and	type	of	experience	working	with	EL	students  Nature	of	EL - specific	supervision	provided	to	teacher	candidates	working	with	EL	students**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **5**

 Other	program	elements	designed	to	ensure	that	teacher	candidates	have	the	knowledge and	skills	needed	to	work	with	EL	students	that	this	program	believes	is	essential**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **6**



### Teacher Preparation **Program Letter of Suppo rt from IES** 

Date First/Last Name of Administrator Title of Administrator Program/University Name Street Address City, State, Zip Code Dear (NAME): I am writing to encourage your participation in an important national study of teacher preparation sponsored by the U.S. Department of Education. This study is part of an ongoing effort to promote teacher quality and is being conducted by Abt Associates Inc. The goal of the study is to identify preparation methods, particularly related to clinical experiences, which are effective at promoting quality teaching and student achievement. {I NSERT NAME OF PROGRAM} has been identified as a preparation program that we would like to learn more about. Participation in the study should require minimal effort on your part. As Abt Associates Inc. staff will spell out in detail, they simply need (1) a chance to speak with you to gather more detailed information about your preparation program and (2) information on where you have placed your recent graduates or typically place graduates. A senior researcher from Abt Associates Inc. will be contacting you in the near future to describe the study in greater detail and review what is needed from your program. I strongly encourage your participation in this important effort. The U.S. Department of Education supports this study as a key step in promoting our understanding of effective methods in teacher preparation. If you have any concerns about participating in the study, I urge you to call Dr. Beth Gamse ((617) 349 -2808 ), at Abt Associates Inc. who is the director of the study. Please also feel free to contact me at 202 -219 -2087 or at Amanda.DeGraff@ed.gov. I recognize that you are busy preparing teachers for the future. Please accept my appreciation in advance for as sisting with this important research effort. Sincerely,

Amanda DeGraff, Ph.D.**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **7**

Federal Project Officer**Abt Associates**  **Inc. App** **endix B. Recruitment Materials**  **▌ pg.**  **B -** **8**



### Study Fact Sheet for **Teacher Preparation Programs** **Abt Associates**  **Inc. Appendix B.**  **Recruitment Materials ▌**  **pg. B**  **- 9**  

## S **TUDY** 

## F**ACT** 

## S **HEET** 

## T **EACHER** 

## P **REPARATION** 

## P **ROGRAMS** Study Purpose: The Institute of Education Sciences at the U. S. Department of Education has contracted with Abt Associates Inc.	to	conduct	a	national	study	of	teacher preparation. This	study	focuses on	how	variation	in	key preparation experiences of elementary school teachers affects their instructional practices and the outcomes of their students. The study focuses specifically on the clinical practice component of teacher preparation and how differences in teacher candidates’ clinical experiences	might	be	related	to	teacher	and	student	outcomes.	This	ef fort	represents	the	first	large - scale	study	of	whether	and how	this	aspect	of	teacher	preparation	translates	into	greater	effectiveness	for	new	teachers	when	they	enter	the	profession. Study Benefits: The study has the potential to identify specific typ es of experiences that help new teachers master the challenges faced by beginning teachers and to contribute to an emerging body of research on the precursors to effective teaching and productive teacher education. B ecause the study is not an evaluation o f individual programs, but rather of variation in clinical practice across multiple programs, its findings will be widely applicable. As such, it is designed to contribute	to	the	current	national	debate	about	how	best	to	prepare	our	future	teachers	to	be	e ffective	classroom	leaders. Study	Design	and	Schedule: The	study will	compare	outcomes	for	first-,	second -,	and third -year	teachers	and	their	students	in a	sample	of	approximately	100	schools	across	multiple	districts	and	states.		It	will	purposefully	in clude	teachers who	have	had a wide range of clinical preparation experiences as part of their training. The study will use an experimental design in which students in a grade are randomly assigned to teachers who have had different preparation experiences related to clinical practice. Any data collected from undergraduate elementary education programs will not be reported at the individual program	level;	all	information	about	teacher	preparation	practices	will	be	reported	in	the	aggregate,	as	in	the	followi ng	type	of sentence:	“Fifty	percent	of	preparation	programs	included	in	the	study	report	that	their	students	had	experience	in	classroom s before	student	teaching.” **Fall	2011**  Identify	priority	states	for	the	study,	based	on	evidence	of	(a)	stable	rates	of new	teacher	hiring	over	the	last	few	years, and	(b)	large	numbers	of	school	districts	with	multiple	elementary	schools	that	have	three	or	more	classrooms	for	each elementary	grade. **Spring	2012**  Identify	the	undergraduate	elementary	education	teacher	preparation	programs	from	which	these	districts	typically	hire (approximately	300 – 400	programs).  Review	available	documentation	on	these	preparation	programs	and	interview	program	directors	to	understand	the	range of	variation	in	clinical	preparation	experience s	and	to	learn	about	other	program	elements	(e.g.,	pedagogical	content knowledge,	content	knowledge,	preparation	for	teaching	special	populations).  Recruit	a	sample	of	first-,	second -,	and	third -year	elementary	teachers	who	represent	a	broad	range	of	clin ical	experiences (expected	to	represent	approximately	20	school	districts	in	several	different	states). **2012 -** **2013	School	Year**  Follow	selected	teachers	for	one	school	year:	survey	teachers	about	their	background	and	full	range	of	educational experiences; conduct	observations	of	instruction;	and	assess	the	reading	and	math	performance	of	students	in	these teachers’	classrooms. **2014**  Expected	release	of	study	report. **For	information	about	the	study:** Beth	Gamse,	Project	Director Abt	Associates	Inc. (617) 349 - 2808 Beth_Gamse@abtassoc.com Mark	Dynarski,	Principal	Investigator Pemberton	Research (609)	443 - 1981 mdynarski@gmail.com Amanda	DeGraff,	Research	Scientist Institute	of	Education	Sciences (202)	219 - 2087 Amanda.DeGraff@ed.gov 

### StudyofTeacherPreparation@abtassoc.com toll - 

### free 855 - 678 - 5720**Abt Associates**  **Inc. Appendix B.**  **Recruitment Materials ▌**  **pg. B**  **- 10** 



### District Letter o**f Support from IES**

Date Name Address 1 Address 2 City, State Zip Dear Dr. [Last Name] : I am writing to describe an opportunity for your district to participate in an important national endeavor related to teacher preparation sponsored by the U.S. Depar tment of Education and being conducted by Abt Associates Inc. This effort will examine how different teacher preparation programs’ approaches to field-based, or clinical, practice affect beginning teachers’ classroom instruction and their students’ academic outcomes. Your district’s participation would help provide valuable evidence about the success of various preparation experiences, and help inform practitioners, policy makers and researchers. Specifically, this effort is designed to learn how different approaches to clinical practice affect new teachers’ classroom instruction and the performance of those new teachers’ students. While it is commonly understood that the competence and capability of teachers is one of the strongest indicators of students’ academic success, the connections between teacher preparation and new teachers’ effectiveness are much less clear. Your district’s participation in this activity would contribute to a better understanding of what matters for new teachers and their students, and, ultimately, to improving teacher hiring decisions nationwide. This effort will involve districts in eight states that have deliberately been selected to represent diverse locales, demographics, and policy contexts. Based on extensive review of district characteristics as well as of teacher preparation programs in your state, [District] has been identified as one of a limited number of districts being considered. We strongly encourage your support and participation . As enior member of the Abt Associates team will follow up in the next few days to tell you more, schedule a conversation to learn more about your district, and answer any questions you may have. In the meantime, if you have any questions about this activity, please feel free to contact me at 202 -219 -2087 or at Amanda.DeGraff@ed.gov, or Dr. Beth Gamse (617 -349 -2808 or at Beth_Gamse@abtassoc.com), at Abt Associates. Sincerely,

Amanda DeGraff, Ph.D. Federal Project Officer**Abt Associates**  **Inc. Appendix B.**  **Recruitment Materials ▌**  **pg. B**  **- 11** 



### Study Fact Sheet **for Districts and Schools Overview**  The U.S. Department of Education has contracted with a study team led by Abt Associates Inc. to conduct a national study of how different teacher preparation programs’ approaches to preparing their graduates affects beg inning teacher’s classroom instruction and their students’ academic outcomes. Participation in this study is voluntary for all participants, including schools, teachers, and students, and stringent privacy and confidentiality provisions will be used to protect the privacy of information collected. **Study Design & Eligibility Criteria** The study will compare classroom instructional practices, and student learning outcomes of new elementary school teachers who graduated from different clinical practice experie nces based on the undergraduate teacher preparation program attended. Recruitment of districts and schools will obtain participation agreement for about 100 elementary schools in about eight different states. Schools are eligible to participate if they ha ve at least one K- 5 grade with two teachers who are in their 1 st, 2 nd, or 3 rd year of teaching, both of whom teach reading and mathematics to their students, and who have each graduated or received certification/licensure from teacher preparation programs that have different approaches to prospective teachers’ clinical preparation experiences. The study team is conducting extensive reviews of selected teacher preparation programs based on both existing documents and interviews to better understand how programs differ in their clinical preparation of teacher candidates. However, to verify teachers’ eligibility, the study will ask potential teacher participants to answer a targeted set of questions about their teacher training experiences. The study team will work closely with each participating school to create similar classes of students assigned to the two teachers. This process has been successfully done in hundreds of schools around the country for other studies, and it typically involves assigning or re - shuffling class rosters right before school starts in Fall 2012. **Data Collection Activities Schools:**  The study will collect data during the 2012 - 2013 school year, and will coordinate all data collection based on individual school schedules. The planned da ta collection will consist of the following:  Teachers: Teacher Background Form (to confirm eligibility), Classroom Observations ( one Reading and one Math Lesson ), and a short Teacher Survey  Schools : Will be asked to submit a roster of students to be rand omly assigned by the study team to participating teachers.  Student

s : Study team members will administer a math and reading assessment in the fall of 2 012 and again in spring of 2013 and student administrative records will be collected to provide data on student characteristics. **Use of Data Abt**  **Associates Inc.**  **Appendix B. Recruitment Materials**  **▌ pg.**  **B -**  **12**

Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific district or individual. We will not provide information that identifies you or your district to anyone outside the study team, except as required by law. Any willful disclosure of such information for nonstatistical purposes, without the informed consent of the respondent, is a class E felony. **Benefits to Study Participants** Participants will be making an important contribution to the largest and most comprehensive study ever conducted of teacher preparation on classroom practice and students’ outcomes. This study will provide rigorous evidence about the effectiveness of different approaches to clinical practice certain practices in teacher education, and ha s the potential to contribute valuable evidence - based research to benefit all students, educators, and policy- makers. **Study Contacts** Beth Gamse Mark Dynarski Amanda DeGraff Project Director Principal Investigator Federal Project Officer Abt Associates Inc Pemberton Research IES/US Department of Education (617)349 - 2808 (609)443 - 1981 (202)219 - 2087 Beth_Gamse@AbtAssoc.com Mark@PembertonResearch.com Amanda.DeGraff@ED.gov **Study Website:** StudyofTeacherPreparation.com **Study Email:** StudyofTeacherPreparation@AbtAssoc.com

**Study Phone Number:** 855 - 678 - 5720**Abt Associates**  **Inc. Appendix B.**  **Recruitment Materials ▌**  **pg. B**  **- 13** 



### School Letter of Support from IES

Date First Name, Last Name Address 1 Address 2 City, State Zip Dear Principal [Last Name] : I am writing to describe an opportunity for your school to participate in an important national endeavor related to teacher preparation sponsored by the U.S. Department of Education and being conducted by Abt Associates Inc. This effort will examine how different teacher preparation programs’ approaches to field-based, or clinical, practice affect beginning teachers’ classroom instruction and their students’ academic outcomes. Your school’s participation would help provide valuable evidence about the success of various preparation experiences, and help inform practitioners, policy makers and researchers. Based on extensive review of district characteristics as well as of teacher preparation programs in your state, [District] was identified as one of a limited number of districts being considered and has agreed to participate. We are now in the process of identifying schools within your district . We hope you will consider participating in this important effort. It is unlikely we would select for participation more than a few teachers from your school and we will ensure that the disruption to your school, teachers, and students will be minimal. A senior member of the Abt Associates team will follow up in the next few days to tell you more, schedule a conversation to learn more about your school, and answer any questions you may have. In the meantime, if you have any questions about this activity, please feel free to contact me at 202 -219 -2087 or at Amanda.DeGraff@ed.gov, or Dr. Beth Gamse (617 -349 -2808 or at Beth_Gamse@abtassoc.com), at Abt Associates. Sincerely,

Amanda DeGraff, Ph.D. Federal Project Officer**Abt Associates**  **Inc. Appendix B.**  **Recrui tment Materials**  **▌ pg.**  **B -**  **14** 

### Teacher Background Form You may com

plete this form online at http://www.studyofteacherpreparation.com/ or on paper; if the latter, please return to Abt Associates in the Federal Express package provided (which may be with your principal) or by e- fax to1 - 617-386- 8012. If you have questions about this form, please contact the study toll- free at 1 - 855- 678- 5720 or studyofteacherpreparation@abtassoc.com, or the Project Director, Dr. Beth Gamse, at 1 - 617 -349-2808 or beth_gamse@abtassoc.com. **Teacher name: (first and last): District name:** 

_________________________________ **School name: Date:**  __________ / __________ / 20____ (month/day/year) 1. Did you enter the teaching profession after completing a **university -** **based teacher preparation program** for initial certification or licensure as part of a **bachelor’s degree program** in education or a related field?  Yes (Please continue)  No (Please stop here and return the form) 2. What was the name of the college or university at which you did your teacher preparation? (Please enter name below) 3. What was your program or program concentration (e.g., Elementary Education, Elementary Ed ucation with a Special Education or ESL Certification, Early Childhood Education)? (Please enter name below and include any specializations) 4. For which grade levels did your preparation program prepare you to teach? (check all that apply)  Pre-K  K  1  2  3  4  5  6  7  8  9  10  11  12 5. When did you...? a) Attend your teacher preparation program? 20 ___

– 20 ____ b) Graduate with your teaching degree? 20 ___ 6. Including the current school year, for how many years have you worked as a lead teacher, sometimes called the teacher of record? (Enter 01 if the current school year is your first year as the teacher of record)

**___ ___**  (# of years) 7. Please indicate whether you completed all of the coursework, fieldwork/field experiences and student teaching requirements of your preparation program. **Program component Did you meet all**  **requirements? If no, why not?**  Coursework  Yes  No   Waiver/Exception  Other (specify): Fieldwork/Field Experience (i.e., experiences in K

- 12 school settings that occur prior to student teaching)  Yes  No   NA

– Program did not have this component  Waiver/Exception  Other (specify):**Abt Associates**  **Inc. Appendix B.**  **Recrui tment Materials**  **▌ pg.**  **B -**  **15 Program component**  **Did you meet all requirements?**  **If no, why not?** Student Teaching/ Internship  Yes  No   NA

– Program did not have this component  Waiver /Exception  Other (specify): 8. Please indicate whether you participated in additional activities in fieldwork, coursework, or student teaching above and beyond the requirements of your preparation program, and briefly describe these activities. **Program Component Did you participate in additional activities above and beyond the requirements of your**  **program?** Coursework  No  Yes (describe):

Fieldwork/Field Experience (i.e., experiences in K

- 12 school settings that occur prior to student teaching)  No  Yes (describe):

Student Teaching/ Internship  No  Yes (describe):

9. Are you or will you be the lead teacher for a class in the 2012 - 13 school year?  Yes  No 10. Do you plan to teach this class for the entire 2012 - 13 school year?  Yes  Not sure (e.g., family/medical reasons)  No 11. Please provide your contact information below: Home or cell phone number: Home email address: 

### Thank you very much for completing this form. Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific program, district or individual. Any willful disclosure of such information for nonstatistical purposes, except as required by law, is a class E felony.**Abt Associates**  **Inc. Appendix B.**  **Recruitment Materials ▌**  **pg. B**  **- 16** 



### Parent Consent Form **– ACTIVE**  **Study of Teacher Preparation Please read the following statem** **ent.** Your child’s school is participating in a study on preparation of beginning teachers. Your school district has given Abt Associates permission to conduct this study. To help us with the study, wewould like your child to take part in a test of math and reading skills. The test will be given during a regular school day in the fall of 2012 and again in the spring of 2013. This test will have no effect on your child’s grades . This test will help us learn more about teacher preparation. You will not receive results of your child’s test scores. We would also like to collect information from your child’ school records . We will be asking for information such as gender, date of birth, race/ethnicity, grade, retention stat us, free or reduced price lunch eligibility, English language learner (ELL) status . We will also ask for data on individual education plans or 504 plans , state/district student test scores, and attendance. Participation in the study is voluntary. If you do not want your child to participate, this will not affect the instruction or other services your child will receive at school. Only the researchers conducting the study will have access to the study data. Principals, district of ficials, school staff, and other teachers will not have access to the data. The results of the data for all schools and classes in the study from this district will be combined when presented. In this way, the confidentiality of students, teachers, and schools participating in the study will be protected. A report with the study results will be submitted to the U.S. Department of Education at the end of the study period. I have read and understood the description of the Teacher Preparation Study, being conducted by Abt Associates. I understand that the information will be used ONLY for the purpose of the study. Study information will be kept strictly confidential, to the extent provided for by law.

**Yes** , I agree to allow

my child to participate in the Teacher Preparation Study. I allow the researchers conducting this study to collect test and school records information from my child and the school/district. I allow my child to take part in a test of math and reading skills. **No** , I do **NOT** agree to allow my child to particip ate in the Teacher Preparation Study. I do not allow researchers conducting this study to collect test or school records information from my child and the school/district. I do not allow my child to take part in a test of math and reading skills. Print YOUR CHILD’S Name: _________________________________________________________________________ First Last Print YOUR Name: _________________________________________________________________________________ First Last **Your Signature:**

__________________ _______________________________**Date:**

__________________ **Please return this form to your child’s teacher by [specify date]** **.** If you have any questions about the study, please contact Dr. Beth Gamse, Abt Study Director, at 855 - 678 - 5720 (toll-free call). For questions about your rights or your child’s rights in the study, please call Dr. Teresa Doksum, at Abt Associates at 877 - 520 - 6835 (toll-free call). Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific program, district or individual. Any will ful disclosure of such information for nonstatistical purposes, except as required by law, is a class E felony.**Abt Associates**  **Inc. Appendix B.**  **Recruitment Materials ▌**  **pg. B**  **- 17** 



### Parent Consent Form **– PA** **SSIVE Study of Teacher Preparation**  **Please read the following statem ent.**  Your child’s school is participating in a study on preparation of beginning teachers. Your school district has given Abt Associates permission to conduct this study. To help us with the study, we would like your child to take part in a test of math and reading skills. The test will be given during a regular school day in the fall of 2012 and again in the spring of 2013. This test will have no effect on your child’s grades . This test will help us learn more about teacher preparation. You will not receive results of your child’s test scores. We would also like to collect information from your child’ school records . We will be asking for information such gender, date of birth, race/ethnicity, grade, retention status, free or reduced price lunch eligibility, English language learner (ELL) status, whether they have an individual education plan or 504 plan, state/district student test scores, and attendance. Participation in the study is voluntary. If you do not want your child to participate, this will not affect the instruction or other services your child will receive at school. Only the researchers conducting the study will have access to the study data. Principals, district of ficials, school staff, and other teachers will not have access to the data. The results of the data for all schools and c lasses in the study from this district will be combined when presented. In this way, the confidentiality of students, teachers, and schools participating in the study will be protected. A report with the study results will be submitted to the U.S. Department of Education at the end of the study period. **If you**  **do not want your child to participate in the Teacher Preparation Study**  **-- please complete the**  **information below –**  **sign this form and return it to your child’s teacher by ( specify date** **). I**  **DO NOT WA** **NT MY CHILD TO BE PART OF THE TEACHER PREPARATION STUDY.** Print YOUR CHILD’S Name:______________________________________________________________________ First Last Print YOUR Name:______________________________________________________________________

_________ First Last

_______________________________________________________________________________________________

Signature Date If you have any questions about the study, please contact Dr. Beth Gamse, Abt Study Director, at 855 - 678 - 5720 (toll-free call). For questions about your rights or your child’s rights in the study, please call Dr. Teresa Doksum, at Abt Associates at 877 - 520 - 6835 (toll-free call). Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, responses to this data collection will be used only for statistical purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific program, district or individual. Any willful disclosure of such information for nonst atistical purposes, except as required by law, is a class E felony.