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Race, Gender, and Opportunity: Supply and Demand for New Teachers in North Carolina, 1975–1985

Harvard University

This paper examines two related questions. First, what changes took place between 1975 and 1985 in the number and characteristics of college graduates who obtained teacher certification? Second, do demographic characteristics, subject specialties, and scores on National Teacher Examinations (NTE) predict which certificants became teachers in North Carolina and which did not (40% of certificants never taught in the state). We find not only that the number of new certificants was sensitive to the demand for classroom teachers but also that certificants’ choices of subject field were sensitive to demand. We also find an important difference between Black and White certificants in the relationship between NTE scores and the probability of entry into teaching in North Carolina.

Educational Evaluation and Policy Analysis, Vol. 11, No. 2, 93-108 (1989)
DOI: 10.3102/01623737011002093


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