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.