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From High School to Teaching: Many Steps, Who Makes It? by Emiliana Vegas, Richard J. Murnane & John B. Willett — 2001In this paper, we focus on the roles that race, ethnicity, and academic skills play in predicting whether high school students persist along each of the various steps of the path into teaching. We show that the challenge of creating a racially and ethnically diverse teaching force is not primarily one of influencing the occupational decisions of minority college graduates. Instead, the critical challenge is to increase the high school graduation, college enrollment, and college graduation rates of minority youth. We use a sequence of four samples originating in the sophomore cohort of High School and Beyond (1992). We explore high school sophomores’ career transitions along each step of the path into teaching--high school graduation, entry into college, college graduation, and entry into teaching.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Emiliana Vegas
Harvard University
E-mail Author
Emiliana Vegas is an advanced doctoral student at the Harvard Graduate School of Education. She has a Master’s of Public Policy from Duke University. Her research interests include the economics of education and, in particular, teacher labor markets. Her dissertation research focuses on teacher labor markets in Latin America.
- Richard Murnane
Harvard University
E-mail Author
Richard J. Murnane, the Thompson Professor of Education and Society at the Harvard Graduate School of Education, is an economist whose research focuses on the relationships between education and the economy, teacher labor markets, the determinants of children’s achievement, and strategies for making schools more effective. In 1991, he co-authored Who Will Teach? His most recent book, co-authored with MIT professor Frank Levy, is titled Teaching the New Basic Skills (1996).
- John Willett
Harvard University
E-mail Author
John B. Willett is a professor of applied courses on data analysis and statistical methods at the Harvard Graduate School of Education. His research focuses on the effective application of quantitative methodology to substantive problems in education and the social sciences, including the improvement of research design. He has a particular interest in methods for analyzing the timing and occurrence of events and methods for the measurement of learning and development.
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