The Long and Winding Road: Mapping the College and Employment Pathways to Teacher Education Program Completion in Washington State. Working Paper No. 288-0723

Autor/inn/en	Goldhaber, Dan; Krieg, John; Liddle, Stephanie; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Titel	The Long and Winding Road: Mapping the College and Employment Pathways to Teacher Education Program Completion in Washington State. Working Paper No. 288-0723
Quelle	(2023), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Education Programs; Teacher Qualifications; Teacher Supply and Demand; Credentials; Educational History; Unemployment; Insurance; Community Colleges; Educational Attainment; Bachelors Degrees; Masters Degrees; Work Experience; College Transfer Students; Academic Persistence; Educational Policy; Teacher Effectiveness; Labor Force; Student Recruitment; Teacher Shortage; Washington + Suchen Sie Ihr Suchwort? Lehrqualifikation; Lehrerbedarf; Studienbuch; History of education; Bildungsgeschichte; Arbeitslosigkeit; Community college; Community College; Bildungsabschluss; Bildungsgut; 'Bachelor''s degrees'; Bachelor-Studiengang; Employment experience; Job experience; Occupational experience; Berufserfahrung; Hochschulwechsel; Schulwechsel; Studienortwechsel; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Labour force; Arbeitskraft; Erwerbsbevölkerung; Lehrermangel
Abstract	Nationally, more than 75% of individuals who are credentialed to teach are prepared in traditional college- or university-based teacher education programs (TEPs). But the college and employment pathways that prospective teachers take to TEP enrollment and completion have not been comprehensively examined. A better understanding of how credentialed individuals find their way into TEPs helps us understand the sources of new teacher supply early in the prospective teacher pipeline. With that in mind, we analyze pathways into and through TEPs using historical postsecondary and unemployment insurance data from Washington state. We find that the pathways are quite varied with around 40% of bachelor's-level TEP completers spending at least some time in community colleges and less than 40% enrolling and finishing at the same university directly after high school. Pathways to master's TEP completion are even more varied, with almost half of the completers having prior employment experience. For researchers, this varied landscape raises important questions about the relationship between pathways, candidate persistence, and eventual job performance. For policymakers, the results suggest that efforts to recruit the next generation of teachers need to look beyond the pool of students already enrolled at a 4-year university to include students at 2-year colleges or in the labor force who might be interested in entering a TEP. (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