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ERIC Number: ED558087
Record Type: Non-Journal
Publication Date: 2015
Pages: 34
Abstractor: As Provided
Reference Count: 28
A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements. CEDR Working Paper. WP #2015-2.1
Krieg, John; Theobald, Roddy; Goldhaber, Dan
Center for Education Data & Research
We use data from Washington State to examine two distinct stages of the teacher pipeline: the placement of prospective teachers in student teaching assignments; and the hiring of prospective teachers into their first teaching positions. We find that prospective teachers are likely to complete their student teaching near their college and hometowns, but that prospective teachers' student teaching positions are much more predictive of their first teaching positions than their hometowns. This suggests that the "draw of home" in new teacher hiring is driven by patterns in student teaching assignments. We also find that more qualified prospective teachers tend to student teach in more advantaged districts, suggesting that patterns in student teaching assignments may contribute to the inequitable distribution of teacher quality.
Center for Education Data & Research. 3876 Bridge Way North Suite 201, Seattle, WA 98103. Tel: 206-547-5585; Fax: 206-547-1641; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research; Bill and Melinda Gates Foundation
Authoring Institution: Center for Education Data & Research (CEDR)
Identifiers - Location: Washington