Testing the Motivations of Alternatively Certified Teachers and Their Odds of Retention Over Five Years

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Exploring Multiple Pathways to Teaching in Diverse Contexts

Abstract

This study examines the relationship between alternatively certified teachers' reasons for entry and their odds of retention at the school level and district level. Study participants were members of the 2007 cohort New York City Teaching Fellows who complete three surveys about their motivations to teach math in an urban school district. Administrative data sets from the New York City Department of Education (NYCDOE) provided employment history and demographic information about the teachers and their schools in New York City (NYC) public schools. The findings indicate there is a statistically significant relationship between alternatively certified teacher’s motivations to enter the teaching force to obtain a teaching credential and their odds of retention at both the district and school level.

Authors

• Pamela Catherine Callahan, University of Maryland - College Park

• Andrew M. Brantlinger, University of Maryland