Transitioning Teacher Talent: An Ethnoracial Descriptive Portrait of the Paraprofessional-to-Teacher Pipeline in NYC Public Schools

• In Event: Teachers on the Move: Recruitment, Retention, and Attrition in Context

Abstract

Many districts struggle to develop policies and programs that cultivate a diverse, qualified teaching workforce, including through the preparation of paraprofessionals. Critical knowledge is lacking about the demographic composition and career trajectories of paraprofessionals. Using New York City Public Schools (NYCPS) administrative and survey data from 2009-2023, this study analyzes the demographic composition of the paraprofessional workforce and identifies factors associated with paraprofessionals’ transition to full-time teaching roles or their exit from NYCPS. Findings reveal increasing transition and exit rates among paraprofessionals. Paraprofessionals who transition into teaching roles are more diverse than the overall workforce but are more likely to exit teaching than their peers. We offer policy interventions to support paraprofessionals' career pathways and strengthen workforce diversity and stability.

Authors

• Luis A Rodriguez, New York University

• Xinghua Toby Wu, New York University

• Emily Myers, New York University