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From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment

Strengthening teacher supply is a key policy objective for K12 public education, but understanding of the early teacher pipeline remains limited. We leverage the universe of applications to a large public university in Texas from 20092020 to examine the pipeline into teacher education and employment as a K12 public school teacher. A unique feature of Texas's centralized higher education application is it solicits potential interest in teacher certification. We document sharply declining interest in teaching over the period. Further, we show that nonwhite, male, and high-achieving students are substantially underrepresented in teacher education. Particularly for race/ethnicity, these disparities are only partially explained by differences in interest at application.

Education level
Document Object Identifier (DOI)
10.26300/hqn6-k452

EdWorkingPaper suggested citation:

Bartanen, Brendan, and Andrew Kwok. (). From Interest to Entry: The Teacher Pipeline From College Application to Initial Employment. (EdWorkingPaper: 22-535). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/hqn6-k452

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