How do diverse candidates enter the California teacher pipeline, whom do they teach, and do they stay?

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Teacher Pipelines, Recruitment, and Pathways

Abstract

This study examines pathways for beginning teachers entering California's workforce between 2012-2016, focusing on credential types (preliminary, intern, or emergency/waiver), demographics, and retention patterns. Key findings reveal significant disparities: while 74% of new teachers enter with preliminary credentials, Black and Hispanic teachers disproportionately enter through less-prepared pathways (intern or emergency permits). These teachers of color are more likely to serve in high-need schools with greater student poverty and teacher turnover. Emergency permit teachers show concerning outcomes—fewer than 40% become fully prepared. The research highlights how financial pressures drive aspiring teachers of color toward underprepared pathways with lower retention rates, suggesting the need for increased support and alternative funding mechanisms to improve teacher preparation and retention.

Authors

• Thomas M. Smith, University of California - Davis

• Tine F. Sloan, University of California - Santa Barbara

• Yiwang Li, University of California - Riverside