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Differences in the length of field experiences were also noted among the programs of
study, ranging from 10 to 271 hours in-field during the timeframe the participants were
attending. All degrees, except one, required successful completion of 33 observation hours in
their initial education course. Each program required a diversity-related field experience
organized through the special education survey course. Other field experience requirements
varied depending upon the degree and whether the candidate was completing a minor degree.
For example, 45 hours in-field for reading practicum were required of elementary education
majors, while a student accompanying his degree with a minor in special education completed
150 hours under the direction of a university supervisor and fully licensed special education
teacher.
Upon completion of course requirements, students applied for student teaching. All
programs required a single semester of student teaching, but an optional two semester internship
was available to elementary candidates who volunteered and were selected for participation.
Results
Attrition
The participants in this study felt positive about their preservice preparation in spite of
their varying paths to graduation. The sample’s attrition rate was 13.16%, less than half of what
is noted by other studies on early career teacher attrition (Ingersoll & Smith, 2004). The
majority of participants (~87%) were employed as teachers at the time they completed the survey
and 94% of this group intended to remain so beyond the induction period, including all of the
elementary and K-12 responders. Eighty-seven percent of elementary teachers predicted an
intent of 10 or more years of service, while 92% of the K-12 teachers predicted such a
commitment. Secondary education teachers were the only group planning a shorter obligation
with 17% predicting to not teach beyond induction. One particular statistical test did find the
average number of intended teaching years significantly less for secondary education majors who
earned general minor degrees compared to elementary education majors earning diversity
minors, but this was confounded by another result showing a significant difference among
secondary education majors compared to elementary majors who earned no minor degrees at all.
These results, however, indicated a small effect.
Research on high poverty rural schools also indicates higher attrition numbers (Ingersoll,
2001), yet this sample, who primarily spent their time in high poverty (~67% low SES) rural
areas (~58%), largely remained in teaching. Even so, of those leaving teaching, most did so after
spending time in rural (67% of leavers), high poverty (73% of leavers) schools.
Coursework
Since there were considerable differences among course and field requirements, it was
predicted differences would also be noted among participant responses to the survey, thus
supporting research focused on attrition attributed to preservice coursework and clinical
experience factors. Analysis of the data, however, indicated this to not be the case. Statistical
tests found no significant differences among programs of study and preparation perceptions.
Most participants felt prepared to teach, entered and remained in teaching, and felt effective in
the classroom. Though participants held positive perceptions of coursework adequacy, an