早期接触教师职业能否增加教师供给并提高其多样性？关于教师培养与入职通道的新证据

中文摘要

我们考察早期接触教师职业是否有可能扩大新教师供给规模并提高其多样性。利用得克萨斯州高中阶段教育类课程的交错（分批）扩展，我们发现，尽管选课学生的多样性远高于现有教师队伍，但几乎没有证据表明这些课程增加了新教师供给或提高了其多样性。选修过高中教育类课程并成为教师者，其教学效能与同类教师相当，且更有可能留任。大多数选课学生在进入大学之前便退出了教师培养与入职通道，其中，四年制大学入学率的种族差距构成了主要障碍。我们的研究结果表明，如果没有旨在提高大学入学率的配套支持，仅靠早期接触教师职业不太可能增加教师供给或提高其多样性。

Abstract

We examine whether early exposure to the teaching career has the potential to expand the size and diversity of new teacher supply. Exploiting the staggered expansion of high school education courses across Texas, we find little evidence that these courses increased new teacher supply or diversity despite course takers being substantially more diverse than the teacher workforce. High school education course takers who become teachers are similarly effective and more likely to be retained than their peers. Most course takers drop out of the teacher pipeline prior to college enrollment where racial gaps in 4-year college going serve as major barriers. Our findings suggest that early exposure without support to increase college going is unlikely to increase teacher supply or diversity.