ERIC Number: ED341654
Record Type: RIE
Publication Date: 1990-Oct
Reference Count: N/A
Career Paths of Mathematics and Science Teacher Education Graduates Compared to Elementary and Other Secondary Graduates.
Holland, Alyce; And Others
This phase of a longitudinal study being conducted at Iowa State University compares the career paths of teacher education graduates with mathematics and science majors to elementary and other secondary area graduates. Participating in the study were teacher education graduates (N=842), out of a population of 1,411, who responded to a questionnaire at 1 year and 5 years following graduation. Over 60 percent of the mathematics/science graduates reported they had taught the first year following graduation, compared to 42 percent of the other secondary graduates and 68 percent of the elementary education graduates. After 5 years the percentage of mathematics and science graduates still teaching had dropped to 51 percent, while the percentage of other secondary and elementary graduates teaching had remained constant. Nonteaching mathematics and science graduates were more frequently employed in professional positions other than teaching, and they most often cited better salaries and career opportunities in nonteaching jobs as the reason for not teaching. Results suggest that unless newly certified mathematics and science teachers are retained in the teaching profession, the current shortage of qualified teachers in these subject areas will become more severe. (LL)
Descriptors: Career Change, College Graduates, Comparative Analysis, Elementary School Teachers, Elementary Secondary Education, Employment Patterns, Higher Education, Labor Turnover, Longitudinal Studies, Mathematics Teachers, Science Teachers, Secondary School Teachers, Teacher Education Programs, Teacher Persistence, Teacher Shortage, Teaching (Occupation)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 17-20, 1990).