The Special Education Teacher Pipeline in Pennsylvania: Year 3 Report. Working Paper No. 324-0725
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| Title: | The Special Education Teacher Pipeline in Pennsylvania: Year 3 Report. Working Paper No. 324-0725 |
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| Language: | English |
| Authors: | Roddy Theobald, Equia Aniagyei-Cobbold, Allison Gilmour, Marcy Stein, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR) |
| 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: | 58 |
| Publication Date: | 2025 |
| Document Type: | Reports - Evaluative |
| Education Level: | Early Childhood Education Preschool Education Elementary Secondary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Special Education Teachers, Teacher Aides, Grants, Alternative Teacher Certification, Acceleration (Education), Mentors, Preschool Education, Elementary Secondary Education, Experiential Learning, Faculty Development, Communities of Practice, American Sign Language, Secondary School Students, College Students, Teacher Persistence, Career Pathways |
| Geographic Terms: | Pennsylvania |
| Abstract: | This report summarizes findings from the third year of a long-term research partnership on the special education teacher pipeline in Pennsylvania and projects associated with the Bureau of Special Education's Attract-Prepare-Retain (APR) efforts. We analyze administrative, survey, and interview data associated with seven APR projects that occurred during the 2024-25 school year: Accelerated Program for PK-12 Special Education Teacher Certification Grant, Developing Future Special Educators Grant, APR Mentoring Project, Networking and Learning Communities, K-2 Learning Institute, American Sign Language programs, and Paraeducator Preparation Pathways Grant. For the first six APR projects, the findings build on data from the 2023-24 school year implementation. And for the Paraeducator Preparation Pathways Grants, which launched in 2024-25, data are providing early evidence about how grantees view their experiences with this project. [Funding was received from contract with PA Training and Technical Assistance Network (PaTTAN) and the Bureau of Special Education at the Pennsylvania Department of Education.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677265 |
| Database: | ERIC |
| Abstract: | This report summarizes findings from the third year of a long-term research partnership on the special education teacher pipeline in Pennsylvania and projects associated with the Bureau of Special Education's Attract-Prepare-Retain (APR) efforts. We analyze administrative, survey, and interview data associated with seven APR projects that occurred during the 2024-25 school year: Accelerated Program for PK-12 Special Education Teacher Certification Grant, Developing Future Special Educators Grant, APR Mentoring Project, Networking and Learning Communities, K-2 Learning Institute, American Sign Language programs, and Paraeducator Preparation Pathways Grant. For the first six APR projects, the findings build on data from the 2023-24 school year implementation. And for the Paraeducator Preparation Pathways Grants, which launched in 2024-25, data are providing early evidence about how grantees view their experiences with this project. [Funding was received from contract with PA Training and Technical Assistance Network (PaTTAN) and the Bureau of Special Education at the Pennsylvania Department of Education.] |
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