Distributional Trends and the Induction Supports and Preparedness of Early Career Teachers: Evidence From Longitudinal Nationally Representative Data

Abstract

Using nationally representative data from 2000 to 2021, we examine the distribution of teacher characteristics and qualifications over time, with an emphasis on early career teacher (ECT) qualifications, access to induction supports, and perceptions of preparedness and their distribution across majority-minority, high-poverty, and rural schools. We find the proportion of ECTs and first-year teachers has remained mostly stable and even declined slightly between 2000 and 2021. Despite efforts to diversify the profession in recent years, there is little change in the proportion of teachers of color. ECTs have greater access to induction supports and feelings of preparedness on most measures over time, particularly in nonrural schools. However, we find growing disparities between teacher qualifications and preparedness in rural and nonrural school contexts.

Keywords

correlational analysis descriptive analysis early career teachers equity induction supports teacher characteristics teacher context teacher education/development teacher preparedness teacher quality gaps

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