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Can Early Exposure to the Teaching Profession Increase Teacher Supply and Diversity? New Evidence on the Teacher Pipeline

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Listed:
  • Danielle Sanderson Edwards
  • Matthew A. Kraft

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.

Suggested Citation

  • Danielle Sanderson Edwards & Matthew A. Kraft, 2026. "Can Early Exposure to the Teaching Profession Increase Teacher Supply and Diversity? New Evidence on the Teacher Pipeline," NBER Working Papers 35776, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:35776
    Note: ED
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J21 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Labor Force and Employment, Size, and Structure
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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