Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition. Working Paper No. 246-1220

Autor/inn/en	Goldhaber, Dan; Krieg, John; Theobald, Roddy; Goggins, Marcelle
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Front End to Back End: Teacher Preparation, Workforce Entry, and Attrition. Working Paper No. 246-1220
Quelle	(2020), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Preservice Teacher Education; Beginning Teachers; Teacher Education Programs; Faculty Mobility; Public School Teachers; Elementary School Teachers; Middle School Teachers; High School Teachers; Student Teaching; Licensing Examinations (Professions); Scores; STEM Education; Special Education Teachers; Washington + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Junior teacher; Junglehrer; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Teaching practice; Unterrichtspraxis; STEM; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	We use a novel database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences (e.g., endorsements, licensure test scores, and student teaching placements) and the likelihood that these candidates enter and leave the state's public teaching workforce within their first 2 years. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like science, technology, engineering, and math and special education are significantly more likely to enter the public teaching workforce than candidates with elementary endorsements. We also find large differences in hiring rates over time, as candidates who graduated in the years prior to and during the Great Recession are far less likely to be hired than candidates in recent years. Finally, teacher candidates hired into the same school type (elementary, middle, or high school) or into schools and classrooms with similar student demographics as their student teaching placement are more likely to stay in the teaching workforce than other candidates who experience less alignment. (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