Abt Associates Inc. Appendix B. Recruitment Materials ▌pg. B-1

Appendix 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. Appendix B. Recruitment Materials ▌pg. B-2

Teacher Preparation 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	that	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	research	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	instruction	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. Appendix 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	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)

 Consistency	of	fieldwork	experience	for	all	teacher	candidates	(exceptions	to	requirements)	

 Other	program	elements	designed	to	ensure	that	teacher	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. Appendix 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	experiences	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	(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	pedagogical	

content	knowledge	this	program	believes	is	essential

Working	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	covered	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	EL	

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. Appendix 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. Appendix B. Recruitment Materials ▌pg. B-6

Teacher Preparation Program Letter of Support 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. 

{INSERT 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 assisting with this important research effort.

Sincerely,

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

Federal Project Officer
Abt Associates Inc. Appendix B. Recruitment Materials ▌pg. B-8

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

STUDY	FACT	SHEET

TEACHER	PREPARATION	PROGRAMS

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	effort	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	 types	 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.	 	 Because	 the	 study	 is	 not	 an	 evaluation	 of	 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	effective	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	include	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	following	type	of	

sentence:	“Fifty	percent	of	preparation	programs	included	in	the	study	report	that	their	students	had	experience	in	classrooms	

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	experiences	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	clinical	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 of 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. 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 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. 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 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 beginning 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 experiences 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 have at least one K-5 grade with two teachers who are in their 

1

st, 2nd, or 3rd 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 data 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 randomly assigned by the study team to 

participating teachers. 

 Students: Study team members will administer a math and reading assessment in the fall of 2012 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 has 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. Recruitment Materials ▌pg. B-14

Teacher Background Form

You may complete 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 Education 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. Recruitment 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 statement.

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 as gender, 

date of birth, race/ethnicity, grade, retention status, 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 officials, 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 participate 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 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-17

Parent Consent Form – PASSIVE 

Study of Teacher Preparation 

Please read the following statement.

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 officials, 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.

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 WANT 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 nonstatistical 

purposes, except as required by law, is a class E felony.