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Unequal and Maybe Inequitable: Emergency Permitted Special Education Teachers in Pennsylvania. Working Paper No. 321-0725

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Title: Unequal and Maybe Inequitable: Emergency Permitted Special Education Teachers in Pennsylvania. Working Paper No. 321-0725
Language: English
Authors: Allison Gilmour, Equia Aniagyei-Cobbold, Roddy Theobald, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR), Pennsylvania Department of Education
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 59
Publication Date: 2025
Document Type: Reports - Research
Descriptors: Special Education Teachers, Alternative Teacher Certification, Emergency Programs, Teacher Distribution, Teacher Persistence, Teacher Characteristics, Minority Group Teachers, Disadvantaged Schools
Geographic Terms: Pennsylvania
Abstract: Worsening staffing challenges in special education have led to increased reliance on emergency permits to staff special education positions, but there is little large-scale quantitative evidence about special education teachers (SETs) who entered the workforce with emergency permits. We used longitudinal data from Pennsylvania to study the composition, distribution, and stability of emergency permitted special education teachers (EPSETs). EPSETs were substantially more racially and ethnically diverse than other novice SETs, and they disproportionately taught in schools serving more historically disadvantaged students. EPSETs of color and EPSETs in harder-to-staff schools were also dramatically more likely to leave the workforce and EPSETs of color were less likely to transition to full certification than other EPSETs. Thus, efforts to better retain and fully credential EPSETs of color and EPSETs in harder-to-staff schools are one mechanism to improve the racial and ethnic diversity of the SET workforce and address special education staffing challenges.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED677243
Database: ERIC
FullText Text:
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  Data: Unequal and Maybe Inequitable: Emergency Permitted Special Education Teachers in Pennsylvania. Working Paper No. 321-0725
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  Data: <searchLink fieldCode="AR" term="%22Allison+Gilmour%22">Allison Gilmour</searchLink><br /><searchLink fieldCode="AR" term="%22Equia+Aniagyei-Cobbold%22">Equia Aniagyei-Cobbold</searchLink><br /><searchLink fieldCode="AR" term="%22Roddy+Theobald%22">Roddy Theobald</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink><br /><searchLink fieldCode="AR" term="%22Pennsylvania+Department+of+Education%22">Pennsylvania Department of Education</searchLink>
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: <searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+Teacher+Certification%22">Alternative Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Distribution%22">Teacher Distribution</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Persistence%22">Teacher Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Teachers%22">Minority Group Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pennsylvania%22">Pennsylvania</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Worsening staffing challenges in special education have led to increased reliance on emergency permits to staff special education positions, but there is little large-scale quantitative evidence about special education teachers (SETs) who entered the workforce with emergency permits. We used longitudinal data from Pennsylvania to study the composition, distribution, and stability of emergency permitted special education teachers (EPSETs). EPSETs were substantially more racially and ethnically diverse than other novice SETs, and they disproportionately taught in schools serving more historically disadvantaged students. EPSETs of color and EPSETs in harder-to-staff schools were also dramatically more likely to leave the workforce and EPSETs of color were less likely to transition to full certification than other EPSETs. Thus, efforts to better retain and fully credential EPSETs of color and EPSETs in harder-to-staff schools are one mechanism to improve the racial and ethnic diversity of the SET workforce and address special education staffing challenges.
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  Data: ED677243
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      – Text: English
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      Pagination:
        PageCount: 59
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Alternative Teacher Certification
        Type: general
      – SubjectFull: Emergency Programs
        Type: general
      – SubjectFull: Teacher Distribution
        Type: general
      – SubjectFull: Teacher Persistence
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Minority Group Teachers
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
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      – TitleFull: Unequal and Maybe Inequitable: Emergency Permitted Special Education Teachers in Pennsylvania. Working Paper No. 321-0725
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            NameFull: Pennsylvania Department of Education
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            NameFull: Allison Gilmour
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