The Special Education Teacher Pipeline in Pennsylvania: Year 3 Report. Working Paper No. 324-0725

Autor/inn/en	Roddy Theobald; Equia Aniagyei-Cobbold; Allison Gilmour; Marcy Stein
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Titel	The Special Education Teacher Pipeline in Pennsylvania: Year 3 Report. Working Paper No. 324-0725
Quelle	National Center for Analysis of Longitudinal Data in Education Research (2025) PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; Special Education Teachers; Teacher Aides; Grants; Alternative Teacher Certification; Acceleration (Education); Mentors; Preschool Education; Elementary Secondary Education; Experiential Learning; Faculty Development; Communities of Practice; American Sign Language; Secondary School Students; College Students; Teacher Persistence; Career Pathways; Pennsylvania + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handreichung; Lehrerhilfe; Grant; Finanzielle Beihilfe; Acceleration; Beschleunigung; Pre-school education; Vorschulerziehung; Experiental learning; Erfahrungsorientiertes Lernen; Community; Sekundarschüler; Collegestudent
Abstract	This report summarizes findings from the third year of a long-term research partnership on the special education teacher pipeline in Pennsylvania and projects associated with the Bureau of Special Education's Attract-Prepare-Retain (APR) efforts. We analyze administrative, survey, and interview data associated with seven APR projects that occurred during the 2024-25 school year: Accelerated Program for PK-12 Special Education Teacher Certification Grant, Developing Future Special Educators Grant, APR Mentoring Project, Networking and Learning Communities, K-2 Learning Institute, American Sign Language programs, and Paraeducator Preparation Pathways Grant. For the first six APR projects, the findings build on data from the 2023-24 school year implementation. And for the Paraeducator Preparation Pathways Grants, which launched in 2024-25, data are providing early evidence about how grantees view their experiences with this project. [Funding was received from contract with PA Training and Technical Assistance Network (PaTTAN) and the Bureau of Special Education at the Pennsylvania Department of Education.] (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
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01