How Student and Institutional Characteristics Predict Progression Across the Teacher Pipeline

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

Abstract

This study examines how student and institutional characteristics predict progression through the teacher pipeline. Using 20 years of student-level data from a southern state, we track over 200,000 college students from major declaration to degree completion, licensure, and public school employment, separately for BA and MA pathways. Results generally indicate that men, students of color, out-of-state students are less likely to advance through earlier stages (declaring and completing a teaching major, obtaining a license). These characteristics generally do not predict employment, except that, among the certified, Black students are more likely than White peers to be employed. Stronger GPAs are positively associated with licensure and employment, while stronger SAT/ACT scores are negatively associated with teaching major declaration/reception and employment rates.

Authors

• Jae Eun Choi, University of Michigan

• Matthew Ronfeldt, University of Michigan

• Jason A. Grissom, Vanderbilt University

• Kelly Slay, Vanderbilt University