AN ANALYSIS OF PERSISTENCE FACTORS OF 2+2 UNIVERSITY CENTER TEACHER EDUCATION STUDENTS

Abstract

The issue of teacher shortages across the state and nation, especially in rural areas, is a complex one. The disparity between the number of teachers produced and what is needed to fill classrooms across the nation in states where student populations are growing is exacerbated by issues of attrition of current educators. Mandates for production of new teachers have led institutes of higher education to engage in partnerships with community colleges to create another avenue for teacher production. The creation of the 2+2 university center teacher education model involves partnerships with community colleges and four-year institutions to provide access to education degrees in rural areas. Research on the 2+2 university center teacher education model has focused upon creation of the model, comparability of enrolled students and traditional on campus students, and production of graduates as an outcome measure of success. The present study examined persistence factors of a population of 2+2 university center students by exploring demographic characteristics, attitudes about academic and social integration, and performance outcome measures. An understanding of the factors that best motivate students to persist and be successful within the 2+2 university center teacher education model was the goal of the research such that information gleaned can be a first step in the development of a retention plan for the 2+2 university center model within teacher education and other similar programs within higher education settings.