Contents

• Acknowledgments
• Introduction - Duplicating the Success of the Pathways Model Program
• Section 1 - Creating Successful Institutional Partnerships
• Section 2 - Recruiting and Selecting Program Participants
• Section 3 - Building an Innovative Curriculum to Prepare New Teachers
• Section 4 - Providing Support Services for Candidates
• Section 5 - Costs and Budgeting for Success
• Conclusions
• About the Contributors
• About the Authors

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 Ahead of the Class

Brian O. Brent is an assistant professor at the University of Rochester’s Warner Graduate School of Education, where he specializes in school finance. He is particularly interested in microlevel resource allocation practices, nontraditional revenues, and the cost-effective use of education dollars.

Clemencia Cosentino de Cohen is a doctoral candidate in the department of sociology at Princeton University. She worked at the Urban Institute for several years, first as a research assistant and later as a consultant. Her major interests include the sociology of education and educational assessments, social inequality, and educational policy.

Tamara Lucas is associate professor of education at Montclair State University. She teaches graduate courses on research methods and critical social issues in education. Her numerous publications address topics such as educating culturally responsive teachers and teaching language minority students. She has a Ph.D. in education from Stanford University, with a specialization in language, literacy, and culture.

Stephanie L. Mudge is working on her doctorate in sociology at the University of California–Berkeley, where she is pursuing her interest in education research and urban sociology. Formerly, she worked as a research assistant at the Urban Institute’s Education Policy Center.

Jennifer King Rice is an assistant professor in the department of education policy and leadership at the University of Maryland. Her research interests include education policy, education productivity, cost-analysis applications to education, and educational reforms for at-risk students. Her work has been published in multiple forums, including journals, chapters, and reports.

Nancy S. Sharkey is a doctoral student in education policy research at the Harvard University Graduate School of Education. She was a research associate in the Urban Institute’s Education Policy Center while this research was done. Her main research interests are market-based reforms in education, school finance, teacher certification and professional development, and the effects of federal education reform on local schools and districts.

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