The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention. Working Paper No. 231-0220

Autor/inn/en	Theobald, Roddy; Goldhaber, Dan; Naito, Natsumi; Stein, Marcy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention. Working Paper No. 231-0220
Quelle	(2020), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education Teachers; Teacher Education Programs; Teacher Persistence; Employment Level; Beginning Teachers; Elementary Secondary Education; Teacher Certification; Preservice Teacher Education; College Graduates; Teacher Selection; General Education; Teaching Methods; Students with Disabilities; Student Teaching; Cooperating Teachers; Predictor Variables; Teacher Shortage; Public School Teachers; Washington + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Beschäftigungsgrad; Junior teacher; Junglehrer; Lehramtsstudiengang; Lehrerausbildung; Hochschulabsolvent; Hochschulabsolventin; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching practice; Unterrichtspraxis; Co-operation; Cooperation; Kooperation; Prädiktor; Lehrermangel
Abstract	We use data on the teacher preparation experiences and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of special education teacher preparation, workforce entry, and early career retention. We find high rates of workforce entry for special education candidates (over 80%), but we document considerably lower rates of entry into special education classrooms for candidates who hold a dual endorsement in special education and another subject. We also find that special education teachers who are dual endorsed and begin their careers teaching in special education classrooms are less likely stay in these classrooms. Both sets of findings are supported by an instrumental variable analysis that exploits passing score cutoffs on required licensure tests to provide plausibly causal evidence that obtaining a dual endorsement significantly reduces the likelihood that special education candidates teach in special education classrooms. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01