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Who Wants to Be a Teacher in America? EdWorkingPaper No. 25-1275

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Title: Who Wants to Be a Teacher in America? EdWorkingPaper No. 25-1275
Language: English
Authors: Brendan Bartanen, Andrew Avitabile, Andrew Kwok, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 53
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Higher Education
Postsecondary Education
High Schools
Secondary Education
Descriptors: Teaching (Occupation), Elementary Secondary Education, Career Choice, Occupational Aspiration, College Applicants, Student Characteristics, Vocational Interests, Student Attitudes, College Bound Students, Undergraduate Study
Abstract: Long-standing compositional disparities and more recent concerns about the health of the teaching profession highlight the need to increase our understanding of the pipeline into K-12 teaching. Leveraging data from 11.5 million college applicants from 2014-2025, we provide the most detailed description to date of who is interested in teaching in the United States. We document substantially lower interest among men, students of color, and high-achieving students. Comparing teaching to similar career paths, such as nursing or social work, we find that racial/ethnic disparities are far greater for teaching, but gender and academic achievement gaps are comparable or less severe. We also find evidence that students interested in teaching submit fewer applications, are less likely to apply to selective colleges, and tend to apply to colleges close to their home. Controlling for application behavior greatly attenuates the relationship between teaching interest and academic achievement, suggesting that ambition or a desire for prestige is a more salient predictor of who becomes a teacher than achievement. We find corroborating evidence from applicants' teacher-recommenders, who rate students interested in teaching as having lower intellectual promise and self-confidence, but greater concern for others. Finally, career interest in teaching and other lower-wage helping careers has declined by roughly 20% over the past decade, while nursing interest has exploded.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED678193
Database: ERIC
FullText Text:
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: <searchLink fieldCode="DE" term="%22Teaching+%28Occupation%29%22">Teaching (Occupation)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Aspiration%22">Occupational Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22College+Applicants%22">College Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Interests%22">Vocational Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink>
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  Data: Long-standing compositional disparities and more recent concerns about the health of the teaching profession highlight the need to increase our understanding of the pipeline into K-12 teaching. Leveraging data from 11.5 million college applicants from 2014-2025, we provide the most detailed description to date of who is interested in teaching in the United States. We document substantially lower interest among men, students of color, and high-achieving students. Comparing teaching to similar career paths, such as nursing or social work, we find that racial/ethnic disparities are far greater for teaching, but gender and academic achievement gaps are comparable or less severe. We also find evidence that students interested in teaching submit fewer applications, are less likely to apply to selective colleges, and tend to apply to colleges close to their home. Controlling for application behavior greatly attenuates the relationship between teaching interest and academic achievement, suggesting that ambition or a desire for prestige is a more salient predictor of who becomes a teacher than achievement. We find corroborating evidence from applicants' teacher-recommenders, who rate students interested in teaching as having lower intellectual promise and self-confidence, but greater concern for others. Finally, career interest in teaching and other lower-wage helping careers has declined by roughly 20% over the past decade, while nursing interest has exploded.
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      – Text: English
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      Pagination:
        PageCount: 53
    Subjects:
      – SubjectFull: Teaching (Occupation)
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Career Choice
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      – SubjectFull: Occupational Aspiration
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Student Attitudes
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      – SubjectFull: College Bound Students
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      – SubjectFull: Undergraduate Study
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      – TitleFull: Who Wants to Be a Teacher in America? EdWorkingPaper No. 25-1275
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