Math and science outcomes for students of teachers from standard and alternative pathways in Texas

Michael Marder; Bernard David; Caitlin Hamrock

ISSN 1068-2341

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EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.

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About The Authors

Michael Marder
The University of Texas at Austin
United States

Michael Marder is Professor of Physics and Codirector of UTeach at The University of Texas at Austin. His interest in studying educational data stemmed from over 20 years of work preparing STEM teachers at UT Austin and dozens of other universities.

Bernard David
The University of Texas at Austin
United States

Bernard David is a doctoral candidate in STEM Education at The University of Texas at Austin, where he researches the effects of market-based education reforms upon student outcomes in STEM disciplines. Bernard was formerly a secondary science teacher in Washington, D.C.

Caitlin Hamrock
E3 Alliance
United States

Caitlin Hamrock is the Director of Research at E3 Alliance where she studies education in Central Texas. She and her team conduct research alongside and for an audience of practitioners, focusing on education trends from cradle to career.

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