Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers
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| Title: | Examining the Composition, Preparation and Support, and Distribution of Early Career Alternatively Certified Special Education Teachers |
|---|---|
| Language: | English |
| Authors: | Christopher Redding (ORCID |
| Source: | Teacher Education and Special Education. 2026 49(1):10-27. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Beginning Teachers, Special Education Teachers, Alternative Teacher Certification, Minority Group Teachers, Minority Group Students, Preservice Teacher Education, Mentors, Beginning Teacher Induction, Elementary Secondary Education, Teacher Characteristics, Institutional Characteristics |
| Assessment and Survey Identifiers: | Schools and Staffing Survey (NCES), National Teacher and Principal Survey (NCES) |
| DOI: | 10.1177/08884064251369465 |
| ISSN: | 0888-4064 1944-4931 |
| Abstract: | The purpose of this study is to descriptively examine the characteristics of early career alternatively certified special education teachers (SETs). Building off the growing evidence base studying these teachers, we use nationally representative, teacher-level data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 2007 to 2021. Four main findings emerge from our descriptive analysis: (a) 30% of early career SETs are alternatively certified, and early career alternatively certified SETs (b) are much more likely to be racially minoritized than other early career SETs (34% vs 19%), (c) teach predominantly in schools with higher populations of students of color, and (d) enter the profession with less preservice preparation but are no more likely to participate in comprehensive mentoring and induction programs. We discuss the implications of these findings among ongoing efforts to reduce special educator shortages. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497328 |
| Database: | ERIC |
| Abstract: | The purpose of this study is to descriptively examine the characteristics of early career alternatively certified special education teachers (SETs). Building off the growing evidence base studying these teachers, we use nationally representative, teacher-level data from the Schools and Staffing Survey and the National Teacher and Principal Survey from 2007 to 2021. Four main findings emerge from our descriptive analysis: (a) 30% of early career SETs are alternatively certified, and early career alternatively certified SETs (b) are much more likely to be racially minoritized than other early career SETs (34% vs 19%), (c) teach predominantly in schools with higher populations of students of color, and (d) enter the profession with less preservice preparation but are no more likely to participate in comprehensive mentoring and induction programs. We discuss the implications of these findings among ongoing efforts to reduce special educator shortages. |
|---|---|
| ISSN: | 0888-4064 1944-4931 |
| DOI: | 10.1177/08884064251369465 |
