The Special Education Teacher Pipeline: Teacher Preparation, Workforce Entry, and Retention

• Published in: Exceptional children Vol. 88; no. 1; pp. 65 - 80
• Main Authors: Theobald, Roddy J., Goldhaber, Dan D., Naito, Natsumi, Stein, Marcy L.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2021; SAGE PUBLICATIONS, INC
• Subjects: Academic Degrees; Beginning Teachers; Cooperating Teachers; Employment Level; Graduates; Outcomes of Education; Predictor Variables; Public School Teachers; Special education; Special Education Teachers; Specialization; Student Placement; Student Teaching; Teacher Certification; Teacher Education Programs; Teacher Persistence; Teacher retention; Workforce; Washington
• ISSN: 0014-4029; 2163-5560
• DOI: 10.1177/00144029211010162

We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state’s new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting.