You are here
CTE Teachers and Non-Test Outcomes for Students With and Without Disabilities
We use data on high school students and teachers from Washington state to connect the observable characteristics of career and technical education (CTE) teachers to various non-test outcomes (absences, disciplinary incidents, grade point average, grade progression, and on-time graduation) of students with and without disabilities in their classrooms. We find that students participating in CTE tend to have better non-test outcomes when they are assigned to a CTE teacher from the state’s Business and Industry pathway—designed for CTE teachers with 3 years of industry experience but no formal teacher preparation—relative to being assigned to a traditionally prepared CTE teacher. These results can inform efforts in Washington and across the country to develop and support similar alternative routes to CTE teacher licensure.
Citation: Roddy Theobald, Dan Goldhaber, Erica Mallett Moore (2023). CTE Teachers and Non-Test Outcomes for Students With and Without Disabilities. CALDER Working Paper No. 278-0123
You May Also Be Interested In
Persistent Teach for America Effects on Student Test and Non-Test Academic Outcomes
Benjamin Backes, Michael Hansen
The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers' Field Experiences and Perceptions of Preparation
Dan Goldhaber, Roddy Theobald, Kathryn Choate, Nate Brown
State Ratings of Educator Preparation Programs: Connecting Program Review to Teacher Effectiveness
Meagan Comb, James Cowan, Dan Goldhaber, Zeyu Jin, Roddy Theobald
See other working papers on:
Research Area: Educator preparation and teacher labor markets