The research reviewed for this report provides limited support for the modest conclusion that the retention rates of alternative route graduates can be comparable to, and even exceed that, of traditional route graduates. Given the great variation within alternative route programs and also within traditional programs, however, larger generalizations about the relative success of both types of program cannot be made. The research also provides limited evidence that some alternative programs are successful in recruiting a constituency into teaching that is more diverse ethnically and in age than is true of the profession as a whole.
As far as the impact of imposing more stringent requirements for entrance into teacher preparation, the research literature is inconclusive.
These modest findings support the equally modest policy recommendation that efforts to develop high-quality alternative route teacher preparation are worthy of support.
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