Front End to Back End: Teacher Preparation,Workforce Entry,and Attrition

Abstract

We use a database of over 15,000 teacher candidates from 15 teacher education programs in Washington state to investigate the connections between specific teacher preparation experiences and the likelihood that these candidates enter and stay in the state’s public teaching workforce. As has been found in prior research, candidates with endorsements in hard-to-staff subjects like math and special education are more likely to enter the public teaching workforce than other candidates. 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 candidates who experience less alignment.

Keywords

teacher education preparation field experiences quantitative research recruitment and retention

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