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Findings by State - Michigan

Overview

Scope of Review in Michigan
  5595 New teachers from the state's higher education institutions included in Review (2010)
  30 Institutions evaluated by NCTQ in the 2013 Review
-26 elementary programs, undergraduate (UG) and graduate (G)
-28 secondary programs, undergraduate (UG) and graduate (G)
  13 Institutions with sufficient data for an overall program rating
-Collectively supplying 61% of the state's traditionally trained teachers
-9 elementary programs, undergraduate (UG) and graduate (G)
-13 secondary programs, undergraduate (UG) and graduate (G)
27% Institutions sharing information for the Review
Big "take-aways" about teacher preparation in Michigan:

  • Highly rated programs -- Programs at Hope College (undergraduate secondary) and Oakland University (graduate secondary) are on the Teacher Prep Review's Honor Roll, earning at least three out of four possible stars. Across the country, NCTQ identified 21 elementary programs (4 percent of those rated) and 84 secondary programs (14 percent) for the Honor Roll.

  • Selectivity in admissions -- The Review found that 31 percent of elementary and secondary programs in Michigan restrict admissions to the top half of the college-going population, compared to 28 percent nationwide. Countries where students consistently outperform the U.S. typically set an even higher bar, with teacher prep programs recruiting candidates from the top third of the college-going population.

Some worry that increasing admissions requirements will have a negative effect on the diversity of teacher candidates. By increasing the rigor and therefore the prestige of teacher preparation the profession will attract more talent, including talented minorities. This is not an impossible dream: 83 programs across the country earn a Strong Design designation on this standard because they are both selective and diverse, including Alma College (undergraduate elementary and secondary), Madonna University (undergraduate elementary and secondary) and University of Detroit Mercy (undergraduate elementary).

  • Early reading instruction -- Only 10 percent of evaluated elementary programs in Michigan are preparing teacher candidates in effective, scientifically based reading instruction, an even lower percentage than the small minority of programs (29 percent) providing such training nationally. 

  • Elementary math -- A mere 19 percent of evaluated elementary programs nationwide provide strong preparation to teach elementary mathematics, training that mirrors the practices of higher performing nations such as Singapore and South Korea. Just 11 percent of the evaluated elementary programs in Michigan provide such training. 

  • Student teaching -- Of the evaluated elementary and secondary programs in Michigan, the vast majority -- 87 percent -- fail to ensure a high quality student teaching experience, in which candidates are assigned only to highly skilled teachers and receive frequent concrete feedback. 71 percent of programs across the country failed this standard.

  • Classroom management -- Only 20 percent of the evaluated Michigan elementary and secondary programs earn a perfect four stars for providing feedback to teacher candidates on concrete classroom management strategies to improve classroom behavior, compared to 23 percent of evaluated programs nationwide. 

  • Content preparation -- 27 percent of Michigan's elementary programs earn three or four stars for providing teacher candidates adequate content preparation, compared to 11 percent of elementary programs nationwide. At the high school level, 36 percent of Michigan secondary programs earn four stars for content preparation, compared to 35 percent nationwide.

  • Outcome data -- None of Michigan's evaluated programs earn four stars for collecting data on their graduates, compared to 26 percent of evaluated programs in the national sample. The state does not connect student achievement data to teacher preparation programs, administer surveys of graduates and employers or require administration of teacher performance assessments (TPAs), and programs have not taken the initiative to collect any such data on their own.

Michigan Elementary Teacher Prep Rating Distribution


Michigan Secondary Teacher Prep Rating Distribution


Programs that earned 3-star rating or more
Hope College - Undergraduate Secondary
Michigan State University - Undergraduate Elementary
Oakland University - Graduate Secondary
Consumer Alert: Programs earning no stars

Endorsers of the Review in Michigan

Michael Flanagan, State Superintendent

DFER Michigan
Education Trust-Midwest
Michigan Association of School Administrators

John Telford, former Superintendent, Detroit Public Schools

Michigan's Teacher Prep Review was made possible by the following foundations and organizations

Carnegie Corporation of New York
Gleason Family Foundation
Laura and John Arnold Foundation
Michael & Susan Dell Foundation
Searle Freedom Trust
The Eli and Edythe Broad Foundation
The Lynde and Harry Bradley Foundation
The Teaching Commission
Anonymous (2)

Institution List

Institutions with Teacher Training Rated
Albion College Annual new teacher production (2010):  21
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Alma College Annual new teacher production (2010):  41
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Andrews University Annual new teacher production (2010):  27
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Aquinas College Annual new teacher production (2010):  95
Undergraduate Elementary Some standard scores available
Graduate Secondary Some standard scores available
Baker College of Flint Annual new teacher production (2010):  120
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Calvin College Annual new teacher production (2010):  117
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Central Michigan University Annual new teacher production (2010):  552
Undergraduate Elementary
Undergraduate Secondary
Concordia University Ann Arbor Annual new teacher production (2010):  25
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Cornerstone University Annual new teacher production (2010):  61
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Eastern Michigan University Annual new teacher production (2010):  617
Undergraduate Elementary Some standard scores available
Ferris State University Annual new teacher production (2010):  153
Undergraduate Elementary
Undergraduate Secondary
Grand Valley State University Annual new teacher production (2010):  487
Undergraduate Special Education Some standard scores available
Hope College Annual new teacher production (2010):  88
Undergraduate Elementary
Undergraduate Secondary
Lake Superior State University Annual new teacher production (2010):  38
Undergraduate Elementary
Undergraduate Secondary
Madonna University Annual new teacher production (2010):  196
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Marygrove College Annual new teacher production (2010):  52
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Michigan State University Annual new teacher production (2010):  500
Undergraduate Elementary
Undergraduate Secondary
Michigan Technological University Annual new teacher production (2010):  12
Undergraduate Secondary
Northern Michigan University Annual new teacher production (2010):  137
Undergraduate Elementary
Undergraduate Secondary
Oakland University Annual new teacher production (2010):  276
Graduate Secondary
Olivet College Annual new teacher production (2010):  33
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Saginaw Valley State University Annual new teacher production (2010):  326
Undergraduate Elementary
Undergraduate Secondary
Graduate Special Education
Siena Heights University Annual new teacher production (2010):  28
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Spring Arbor University Annual new teacher production (2010):  94
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
University of Detroit Mercy Annual new teacher production (2010):  46
Undergraduate Elementary Some standard scores available
Graduate Secondary Some standard scores available
University of Michigan - Ann Arbor Annual new teacher production (2010):  250
Undergraduate Elementary
Graduate Secondary
University of Michigan - Dearborn Annual new teacher production (2010):  141
Undergraduate Elementary
Graduate Secondary
University of Michigan - Flint Annual new teacher production (2010):  120
Undergraduate Elementary Some standard scores available
Undergraduate Secondary Some standard scores available
Wayne State University Annual new teacher production (2010):  384
Undergraduate Secondary
Western Michigan University Annual new teacher production (2010):  558
Undergraduate Elementary Some standard scores available
Undergraduate Secondary

Institutions with Teacher Training Not Rated

Adrian College

College for Creative Studies

Hillsdale College

Finlandia University

Miller College

Rochester College


State Context

Good preparation does not guarantee that teachers will ultimately be effective, but there is much that states can do to ensure that new teachers are classroom ready. The tables below are drawn from NCTQ's 2013 State Teacher Policy Yearbook (Full State Report here) and offer a summary of Michigan's teacher preparation policies, identifying strong policies and those in need of improvement.

Each state has a set of laws, rules and regulations that govern how teachers are prepared for the classroom. These policies establish guidelines for admission to teacher preparation programs, set standards for what teachers should know and be able to do in order to be licensed, and can be used to hold preparation programs accountable for the quality of teachers they produce.

Although states regulate most aspects of how teachers are prepared, where in each state this authority lies is not standard across the country. And in some states, authority for different components of teacher preparation rests with different entities.