Out of the Gate, But Not Necessarily Teaching: A Descriptive Portrait of Early Career Earnings for Those Who Are Credentialed to Teach

Dan Goldhaber (), John M. Krieg (), Stephanie Liddle () and Roddy Theobald ()
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Dan Goldhaber: Center for Education Data and Research University of Washington and Center for Analysis of Longitudinal Data in Education Research American Institutes for Research Seattle, WA 98103
John M. Krieg: Department of Economics Western Washington University Bellingham, WA 98225
Stephanie Liddle: Center for Education Data and Research University of Washington Seattle, WA 98103
Roddy Theobald: Center for Analysis of Longitudinal Data in Education Research American Institutes for Research Seattle, WA 98103

Education Finance and Policy, 2024, vol. 19, issue 1, 81-105

Abstract: Prior work on teacher candidates in Washington State has shown that about two thirds of individuals who trained to become teachers between 2005 and 2015 and received a teaching credential did not enter the state's public teaching workforce immediately after graduation, while about one third never entered a public teaching job in the state at all. In this analysis, we link data on these teacher candidates to unemployment insurance data in the state to provide a descriptive portrait of the future earnings and wages of these individuals inside and outside of public schools. Candidates who initially became public school teachers earned considerably more, on average, than candidates who were initially employed either in other education positions or in other sectors of the state's workforce. These differences persisted ten years into the average career and across transitions into and out of teaching. There is therefore little evidence that teacher candidates who did not become teachers were lured into other professions by higher compensation. Instead, the patterns are consistent with demand-side constraints on teacher hiring during this time period that resulted in individuals who wanted to become teachers taking positions that offered lower wages but could lead to future teaching positions.

Date: 2024
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