Reports and Briefs

In this report, the UEPC reviews promising practices in special education teacher preparation by highlighting programs across the state of Utah.

In this report, the UEPC describes results from a statewide survey of special education teachers on their working conditions.

In January 2022, the UEPC surveyed early-career special education teachers across the state of Utah about their experiences in their teacher preparation programs and their perceptions of preparedness for their various professional responsibilities. This report provides a summary and analysis of these survey findings.

In this report, the UEPC examined the composition of Utah’s beginning special education teacher workforce. Specifically, this analysis focuses on changes in teacher/school characteristics and mobility patterns over time.

In this report, the UEPC compares teacher characteristics, school characteristics, and mobility patterns of beginning special education teachers and beginning general education teachers in Utah.

The Educator Career and Pathway Survey (ECAPS) for Teachers explores teachers’ decisions to become a teacher; the influence of various factors on their decision to remain in, move within, or leave education; satisfaction with working conditions; and career intentions.

The purpose of this research brief is to report the findings of the 2017 administration of the INSPIRE-Leaders in Practice (LP) survey to school principals. This survey administration is part of a comprehensive research endeavor by the University Council for Educational Administration to more effectively evaluate leader preparation programs and their resultant outcomes.

This research brief presents the findings from the 2017 INSPIRE Graduate (G) Survey, administered by the University Council for Educational Administration (UCEA) to a national sample of recent graduates from educational leadership preparation programs. The survey sought to assess program quality and graduates’ self-reported learning in leadership domains.

In collaboration with the Utah State Board of Education, the Utah Education Policy Center is exploring the teaching labor force in Utah through multiple data and research briefs.

Teacher Turnover in Utah Between 2013-14 and 2014-15 examines teacher turnover in Utah for all teachers, between two recent school years, looking specifically at turnover by various teacher and school characteristics.

Beginning Teacher Turnover in Utah Between 2008-09 and 2014- 15, studies a cohort of beginning teachers over an 8-year period, reporting on the rates of stayers, movers, and leavers.

Teacher Retention in Utah: Exploring 2011-12 SASS and 2012-13 TFS Survey Data explores Utah educator retention issues from a national survey administered to teachers.

This research brief focuses on the findings from the INSPIRE-Preparation Program (PP) Edition of the INSPIRE Leadership Survey Suite. The INSPIRE Suite provides valuable data on leadership preparation programs and their outcomes, offering insights into the quality and structure of educational leadership preparation at UCEA member institutions. The survey highlights various aspects of program implementation, including partnerships with K-12 districts, candidate selection processes, curriculum design, candidate assessment methods, and fieldwork opportunities.

This research brief reports the findings from the 2016 administration of the INSPIRE Graduate Edition (INSPIRE-G) survey, which gathers data from recent graduates of educational leadership programs. The survey provides insight into graduates' demographics, professional backgrounds, career intentions, and assessments of their leadership preparation program’s quality, as well as their learning outcomes related to national leadership standards.

In collaboration with the Utah State Board of Education, this data brief investigates teacher turnover.

The UEPC was awarded a contract to develop and conduct surveys to support the USBE’s implementation of House Bill 149 which mandated the implementation of an on-line survey system for students, parents, and teachers opinions about teacher, administrators, and schools.

The UEPC was awarded a contract to develop and conduct surveys to support the USBE’s implementation of House Bill 149 which mandated the implementation of an on-line survey system for students, parents, and teachers opinions about teacher, administrators, and schools.

The UEPC conducted an evaluation of the University of Utah Support and Mentoring in an Alternate Route to Teaching (SMART) program, which was funded by the National Science Foundation, in its first two years of implementation.

The UEPC was awarded a contract to develop and conduct surveys to support the USBE’s implementation of House Bill 149 which mandated the implementation of an on-line survey system for students, parents, and teachers opinions about teacher, administrators, and schools.

The UEPC evaluated the Performance-based Compensation Pilot Program. This program provided bonuses paid to teachers based on areas of student learning gains, instructional quality, and parent satisfaction.