Publications

Van Overschelde, J., Ellis, C., Nale, F., & López, M.M. (2024, September). Texas Districts of Innovation: Unlicensed Teachers Hurt Student Math Achievement. San Marcos, TX: Research for EDucator Equity & Excellence Center, Texas State University. DOI: 10.13140/RG.2.2.24459.91688

Case study of an exemplar high school career and technology education program for students who want to become teachers. 

Van Overschelde, J. P., Lopez, M. M., & Wiseman, A. (2024, May 6). Unlicensed teachers now dominate new teacher hires in rural Texas schools. The Conversation. https://theconversation.com/unlicensed-teachers-now-dominate-new-teacher-hires-in-rural-texas-schools-219522 

Van Overschelde, J. P. (2023). Goal-driven modeling: Actionable data for continuous improvement. In C. C. Gorowara, E. M. Brownstein, & T. Wall (Eds.), Effectively Using Data for Educator Preparation Program Improvement in the series Accreditation, Assessment, and Program Evaluation Research in Educator Preparation (Volume III) (pp. 155-170). Charlotte, NC: Information Age Publishing, Inc.

Van Overschelde, J. P. (2022). Value lost: The hidden costs of teacher misassignment. In L. Hobbs & G. Törner (Eds.), Out-of-Field Teaching Across the Teaching Disciplines and Contexts (pp. 49-70). Dordrecht: Springer. https://doi.org/10.1007/978-981-16-9328-1_3 

Van Overschelde, J. P., & Piatt, A. N. (2020). Every Student Succeeds Act: Negative impacts on teaching out-of-field. Research in Educational Policy and Management, 2(1), 1-22. https://doi.org/10.46303/repam.02.01.1 

Van Overschelde, J. P., & Wiggins, A. (2019). Teacher preparation pathways: Differences in program selection and teacher retention. Action in Teacher Education, 42(4), 311-327. https://doi.org/10.1080/01626620.2019.1656116 

Van Overschelde, J. P., & Garza, R. (2019). Understanding the under-representation of Hispanic students in teacher preparation. Journal of Latinos and Education, 42(4), 311-327. http://doi.org/10.1080/15348431.2018.1510331 

The Texas State Board of Educator Certification (SBEC) and the Texas Commissioner of Education, Mike Morath, have called for all new teachers to be fully ready to teach on their first day in Texas classrooms. Texas is proposing to replace the existing Texas pedagogy exam with the national edTPA pedagogy exam under the premise that passing the edTPA exam would ensure teachers are Day-One Ready. Results show only 31% of new teachers in 2019-20 would have been tested for Day-One Readiness. 
Policy Brief No. 1

To become a teacher in Texas, teacher candidates must pass a Pedagogy and Professional Responsibility (PPR) licensure exam, in addition to content-focused exams (e.g., Mathematics Grades 7-12). Of the 223,202 teacher candidates who took the PPR exam since 2010, 91% passed on the first attempt. The PPR results are also used for Educator Preparation Program (EPP) accountability; 85% of the teacher candidates must pass the PPR for the EPP to be accredited. The state is moving to replace the PPR with a new licensure test under the belief that the PPR’s high pass rate makes it an ineffective licensure exam. Results shows that the PPR exam effectively predict meaningful and important outcomes for teachers and students including principal ratings of teacher quality and effectiveness and student academic growth
Policy Brief No. 2