The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention

• Roddy J. Theobald ^[1] ; Dan D. Goldhaber ^[2] ; Natsumi Naito ^[2] ; Marcy L. Stein ^[2]
  1. [1] American Institutes for Research

     American Institutes for Research

     Estados Unidos

     
  2. [2] University of Washington

     University of Washington

     Estados Unidos

     
• Localización: Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 88, Nº. 1, 2021, págs. 65-80
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state’s new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting.