Longitudinal tracking of academic progress during teacher preparation

Background. Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting their primary objective. Prior academic performance informs predominantly the selection and retention of teacher candidates. However, there remains a dearth of evidence linking academic performance with outcomes in teacher preparation or the workplace. Aim. This study examined pre-service teachers’ trajectories of academic growth during teacher preparation. Sample. The sample comprised 398 pre-service teachers – 282 (70.8%) males and 116 (29.1%) females. Method. Academic growth was measured across eight time points over the course of 4 years. Pre-service teachers’ academic growth was analysed using linear and nonlinear latent growth models. Results. Results indicate that academic growth was quadratic and, over time, decelerated, with no evidence of the Matthew effect or the compensatory effect. There was evidence of a connection between prior academic attainment and current grades. Conclusion. Greater attention to academic growth during the college years, and particularly among pre-service teachers, may enable greater achievement support for students