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ERIC Number: ED620280
Record Type: Non-Journal
Publication Date: 2016
Pages: 44
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-
EISSN: N/A
A Foot in the Door: Exploring the Role of Student Teaching Assignments in Teachers' Initial Job Placements
We use data from Washington State to examine two 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 student teaching assignments may contribute to the "draw of home" in new teacher hiring. 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.
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED); Bill and Melinda Gates Foundation
Authoring Institution: University of Washington, Bothell. Center for Education Data & Research (CEDR)
Identifiers - Location: Washington
IES Funded: Yes
Grant or Contract Numbers: R305C120008