Meeting the Moment: Impact of TEACH Grant on US Undergraduate Education Degree Completion in High-Need Content Areas.

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2022-02-11 DOI:10.1057/s41307-022-00263-3

David J Peyton, Wilhelmina van Dijk, Loretta Mason-Williams

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Abstract

As part of the College Cost Reduction and Access Act (2007), the USA funded the TEACH Grant to incentivize earning a degree in a high-need content area (e.g., STEM fields, language-related areas, and Special Education) and to help meet teacher supply needs in low-income schools. Our analysis investigates the impact TEACH has had on the production of undergraduate education degrees overall and in high-need content areas. Using publicly available datasets and propensity score methods, we compare undergraduate education degree production at institutions of higher education, making comparisons between adopters and non-adopters of TEACH. Our findings suggest the adoption of TEACH had no impact on the overall production of undergraduate education degrees or production of education degrees in STEM, language-related fields, or special education. We situate our findings in the context of unrelenting demand for teachers in the USA.

Supplementary information: The online version contains supplementary material available at 10.1057/s41307-022-00263-3.

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迎接挑战：TEACH 助学金对美国高需求内容领域本科教育学位完成情况的影响。

作为《大学成本降低和入学法案》（2007 年）的一部分，美国资助了 TEACH 助学金，以鼓励在高需求内容领域（如 STEM 领域、语言相关领域和特殊教育）获得学位，并帮助满足低收入学校的师资供应需求。我们的分析调查了 "教育教学技能 "计划对教育本科学位的总体产量和高需求领域的产量所产生的影响。利用公开的数据集和倾向得分法，我们对高等教育机构的本科教育学位授予情况进行了比较，并对采用和未采用 TEACH 的机构进行了比较。我们的研究结果表明，TEACH 的采用对本科教育学位的总体产量或 STEM、语言相关领域或特殊教育的教育学位产量没有影响。我们将研究结果与美国对教师的持续需求相结合：在线版本包含补充材料，可查阅 10.1057/s41307-022-00263-3。

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.