Understanding the Early Teacher Pipeline: What We Can (and, Importantly, Can't) Learn from National Data. Opinion Brief. CALDER Policy Brief No. 21-1120

Autor/inn/en	Goldhaber, Dan; Holden, Kris
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	Understanding the Early Teacher Pipeline: What We Can (and, Importantly, Can't) Learn from National Data. Opinion Brief. CALDER Policy Brief No. 21-1120
Quelle	(2020), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Preservice Teachers; Teacher Supply and Demand; Problems; Information Systems; Data Collection; Differences; Graduation; National Surveys + Suchen Sie Ihr Suchwort? Lehrerbedarf; Problemsituation; Data capture; Datensammlung; Unterscheiden; Abschluss; Graduierung
Abstract	Understanding the nature of the "early teacher pipeline," how many and what types of individuals are pursuing a teaching credential, is critically important. Unfortunately, we conclude that the two national data collections that can be used to explore the early teacher pipeline provide an incomplete and contrasting pictures of the supply of teacher candidates. Specifically, we find that Title II and Integrated Postsecondary Data System (IPEDS) information about the early teacher pipeline diverge significantly, frequently by over 30,000, in the reported number of individuals obtaining a teaching credential. Title II is a data collection explicitly intended to describe the early teacher pipeline, but it pretty clearly undercounts teacher candidates. IPEDS provides a longer window dating back to 1979-80, includes more information about race/ethnicity and degree level, but it too provides an incomplete picture as, for instance, it likely suffers from "double counting" individuals already in the teacher workforce who obtain an advanced degree. In the concluding section we describe changes to data collection that could lead to more accurate and detailed information about the early teacher pipeline. (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