We used data on the student teaching placements, degrees, teaching credentials, and workforce outcomes of more than 1,300 graduates of special education teacher education programs in Washington to provide a descriptive portrait of specific measures of special education teacher preparation and their relationships with workforce entry and early-career retention. Although rates of workforce entry and retention for these special education candidates were high, we documented considerably lower rates of entry into and retention in special education teaching positions for candidates who hold a dual endorsement in special education and another subject. These patterns have potential implications for the state’s new dual-endorsement requirement and for dual-licensure programs more broadly. Student teaching with a cooperating teacher who is endorsed in special education was also associated with a higher likelihood of becoming a special education teacher, even when controlling for whether the placement was in a special or general education setting.

我们使用了华盛顿特区1,300多名特殊教育教师教育计划毕业生的学生教学位置，学位，教学证书和劳动力成果的数据，以描述性的方式描述了特殊教育教师准备的具体措施及其与劳动力进入和就业的关系职业生涯的早期保留。尽管这些特殊教育候选人的劳动力进入和留任率很高，但我们记录了对特殊教育和另一科目有双重认可的候选人进入特殊教育教学职位的比率和留任率要低得多。这些模式可能会对国家的新的双重认可要求以及更广泛的双重许可计划产生潜在的影响。