Panel: Teacher Labor Markets
(Sustainable Social Services Across the Life Course)

Friday, July 20, 2018: 9:15 AM-10:45 AM
Building 5, Sala Maestros Lower (ITAM)

*Names in bold indicate Presenter

Panel Chair:  Seth Gershenson, American University

Tracking Diversity in the Massachusetts Teacher Pipeline
Melanie Rucinski and Joshua Goodman, Harvard University

Intergenerational Transmission of Occupations: Evidence from Teaching
Alberto Jacinto1 and Seth Gershenson1,2, (1)American University, (2)IZA

Teachers' Mental Health
Seth Gershenson1, Stephen B. Holt2 and Rui Wang1, (1)American University, (2)State University of New York at Albany

Charter School Entry and the Evolution of Local Teacher Labor Markets
Stephen B. Holt and Lucy Sorensen, State University of New York at Albany

Teachers are important. They are front-line service providers who interact with children nearly every weekday for nine months of the year, nurture students' cognitive and non-cognitive (socio-emotional) development, and are the only college-educated role model that many children from socioeconomically disadvantaged backgrounds interact with on a regular basis. However, there are subject-specific shortages of teachers in many parts of the country, socio-demographic disparities in students’ access to effective teachers, and an underrepresentation of people of color in the teaching profession. Understanding how teacher labor markets function is crucial to devising effective teacher policy that attracts and retains talented individuals in the profession, increases the diversity of the teaching profession, and ensures an equitable distribution of effective teachers across schools and districts. This session incorporates four papers that enhance our understanding of four specific aspects of teacher labor markets. The first paper investigates entry into the profession through the lens of intergenerational mobility. Specifically, this paper addresses whether children of college-educated individuals, and specifically the children of teachers, are themselves more likely to become teachers. The second paper investigates how to attract and retain a more diverse group of teachers who are more representative of the students in their classrooms. Specifically, this paper measures racial differences in state-certification-test passing and retaking rates, eventual teacher licensure, job placement, and early career retention. Finally, the last two papers address potential causes of attrition from traditional public schools: mental health issues and the opening of new charter schools.