Examining the Composition,Preparation and Support,and Distribution of Early Career Alternatively Certified Special Education Teachers

Abstract

The purpose of this study is to descriptively examine the characteristics of early career alternatively certified special education teachers (SETs). Building off the growing evidence base studying these teachers, we use nationally representative, teacher-level data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 2007 to 2021. Four main findings emerge from our descriptive analysis: (a) 30% of early career SETs are alternatively certified, and early career alternatively certified SETs (b) are much more likely to be racially minoritized than other early career SETs (34% vs 19%), (c) teach predominantly in schools with higher populations of students of color, and (d) enter the profession with less preservice preparation but are no more likely to participate in comprehensive mentoring and induction programs. We discuss the implications of these findings among ongoing efforts to reduce special educator shortages.