You are here
Disconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom
We use a novel database of student teaching placements in Washington State to investigate teachers’ transitions from student teaching classrooms to first job classrooms and the implications for student achievement. We find that first-year teachers are more effective when they are teaching in the same grade, in the same school level, or in a classroom with student demographics similar to their student teaching classroom. We also document that only 27% of first-year teachers are teaching the same grade they student taught, and that first-year teachers tend to begin their careers in higher-poverty classrooms than their student teaching placements. This suggests that better aligning student teacher placements with first-year teacher hiring could be a policy lever for improving early-career teacher effectiveness.
This paper was published in Educational Evaluation and Policy Analysis in July 2021 and can be found here.
Citation: John Krieg, Dan Goldhaber, Roddy Theobald (2020). Disconnected Development? The Importance of Specific Human Capital in the Transition from Student Teaching to the Classroom. CALDER Working Paper No. 236-0520
You May Also Be Interested In
Attention to Equity in Teacher Education Admissions Processes
Amy Roth McDuffie, David Slavit, Dan Goldhaber, Roddy Theobald, Nicole Griggs
Faculty Perspectives and Values Toward Mathematics and Science Content Information Used in Teacher Preparation Admissions Processes
David Slavit, Amy Roth McDuffie, Nicole Griggs, Dan Goldhaber, Roddy Theobald
National Board Certification as a Signal of Cooperating Teacher Quality
Dan Goldhaber, John Krieg, Roddy Theobald, Grace Falken