@EdWorkingPaper{ai24-975,
title = "Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland",
author = "David Blazar, Danett Song, Ramon Goings, Jay Plasman, Michael Gottfried",
institution = "Annenberg Institute at Brown University",
number = "975",
year = "2024",
month = "June",
URL = "http://www.edworkingpapers.com/ai24-975",
abstract = {Despite substantial interest in Career and Technical Education (CTE) courses in U.S. high schools—and associated scholarship on this topic—very little is known about characteristics of CTE teachers who are a critical resource for program implementation and expansion. Using eight years of statewide data from Maryland, we document key facts about the CTE teacher workforce and pathways into the profession. First, a sizable share (17%) of CTE teachers enter the profession with a high school diploma or associate’s degree, aligned to state policy that allows Professional and Technical Education-certified teachers to substitute years of professional experience for higher degrees. Relatedly, CTE teachers are substantially more likely than non-CTE teachers to enter the profession through an “alternative” path that bypasses traditional undergraduate teacher education (54% versus 30%). Finally, there is a larger share of Black teachers in CTE versus out of CTE (25% versus 16%), leading to greater opportunities for teacher-student race matching. We hypothesize that these patterns are related: decreased barriers to entry into the CTE teaching profession may support more Black individuals to become CTE teachers.},
}