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Teacher Recruitment, Preparation, and Workforce Diversity
Sat, April 23, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Marriott Marquis San Diego Marina, Floor: North Building, Lobby Level, Rancho Santa Fe 2Session Type: Symposium
Abstract
Concerns about the diversity of the public-school teaching workforce are a matter of considerable policy discussion, as the diversity of the public teaching workforce fails to reflect the diversity of the student body in U.S. public schools (Goldhaber et al., 2019). This is a pressing policy issue because students of color benefit from having a same-race teacher in a number of ways, including improved test scores and grades, reduced absenteeism, and improved longer-run outcomes like high school graduation and college enrollment (Gershenson et al., 2021). This panel brings together four papers that connect the front end of the teacher pipeline—teacher recruitment and preparation—to later teacher candidate outcomes and explore implications for teacher workforce diversity.
Sub Unit
Chair
Papers
An Equity-Focused Examination of Application Processes in Mathematics and Science Teacher Education - Amy M. Roth McDuffie, Washington State University; David Slavit, Washington State University - Vancouver; Jennifer Dechaine-Berkas, Central Washington University; Dan Goldhaber, American Institutes for Research; Roddy Theobald, American Institutes for Research
The Promise of the Residency Model: A Statewide Examination of Effects on Teacher Employment, Performance, and Retention - Matthew Truwit, University of Michigan; Emanuele Bardelli, Santa Rosa City Schools; Matthew Ronfeldt, University of Michigan
In-Depth Look at the Pipeline Into Teaching: Insights From a State Longitudinal Data System - Emanuele Bardelli, Santa Rosa City Schools; Matthew Truwit, University of Michigan; Matthew Ronfeldt, University of Michigan
Preservice Predictors of Teacher Candidates' Employment and Earnings Inside and Outside of Public Schools - Dan Goldhaber, American Institutes for Research; John Krieg, Western Washington University; Roddy Theobald, American Institutes for Research; Stephanie Liddle, University of Washington