Date of Award

Spring 4-19-2018

Document Type


Degree Name

Doctor of Philosophy in Education (PhD)



First Advisor/Committee Member

Dr. Arthur Ellis

Second Advisor/Committee Member

Dr. Nyaradzo Mvududu

Third Advisor/Committee Member

Dr. William Prenevost


edTPA, Alternative Route Teacher Certification Programs, Traditional Teacher Preparation Programs, Teacher Certification



Alternative route teacher education programs have increased to address personnel shortages in key areas such as special education, mathematics, and science. Alternative route programs may serve as a means to address such shortages, but require evaluation to ensure that candidates emerging from these programs demonstrate skills commensurate with those that complete traditional teacher education programs. Although studies examining aspects of alternative route programs exist, few studies comparing alternative route programs with traditional programs have been conducted. Differences in definitions used to describe alternative routes programs compound efforts to compare programs. Nevertheless, research reviewed compared outcomes for alternative and traditional programs on candidate satisfaction, academic achievement, multicultural awareness, retention, and performance on competency-based assessments. Results on these measures were mixed.

The purpose of this causal comparative study was to compare performance on the edTPA (Teacher Performance Assessment) using longitudinal data (2013-2017) from candidates (N = 565) that attended a mid-sized urban university that offers both traditional and alternative route programs. The non-parametric analysis revealed no differences in expected and actual edTPA performance between groups. The parametric analysis revealed a statistically significant omnibus effect based on program type. Post hoc testing reveals differences in Instructional Average (IA) and Assessment Average (AA) although variance accounted for was small. Recommendations for practitioners are discussed.