NotesFAQContact Us
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED438252
Record Type: RIE
Publication Date: 2000-Jan
Pages: 209
Abstractor: N/A
Reference Count: N/A
Progress through the Teacher Pipeline: 1992-93 College Graduates and Elementary/Secondary School Teaching as of 1997. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
Henke, Robin R.; Chen, Xianglei; Geis, Sonya
This report is the second in a series that follows 1992-93 college graduates' progress through the teacher pipeline using data from the Second Follow-up of the Baccalaureate and Beyond Longitudinal Study. It examines academic characteristics and preparation for teaching of those who took various steps toward teaching and is organized by a conceptual teacher pipeline that represents a teacher's career. The pipeline includes preparatory activities and teaching experiences. The report examines the rate at which graduates with varying demographic and academic characteristics entered the teacher pipeline and describes the steps that pipeline entrants took toward teaching, noting experiences of those who taught. It also discusses the rate at which those who had taught since completing their degree had stopped teaching and all pipeline members' expectations for teaching in the future. Many graduates who taught soon after college did not expect to spend much time teaching or to make it a career. White, non-Hispanics were the most inclined to teach. Asian/Pacific Islanders were the least inclined to teach. Commitment to teaching related to college entrance examination scores and undergraduate grade point averages. Patterns in teaching behavior have continued from participants' first year out of college to their fourth. (Contains 47 references.) (SM)
U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 887-437-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: MPR Associates, Berkeley, CA.
Note: NCES Project Officer was Paula Knepper.