STEM Undergraduates’ Consideration of Incentives to Entering the Teaching Profession

• In Event: Roundtable Session 100
  In Roundtable Session: Policy Issues Related to Teachers’ Career Paths and Teacher Quality

Abstract

This study examines STEM undergraduates’ consideration of policy incentives to entering the teaching profession. STEM undergraduates in four Washington state colleges and universities were surveyed. Logistic Regression is utilized to understand the impact of demographic, academic and career variables on the probability that two policy measures would incentivize STEM undergraduates to enter the teaching profession. These measures include alternative routes to teacher certification and merit pay. STEM undergraduates with higher GPAs had lower odds of considering these measures a factor in their decision to pursue the teaching profession. Undergraduates who were considering or undecided about the profession had higher odds of considering these measures than undergraduates definitely not interested in the profession.

Author

• Elise St John, University of Washington