Since Sept. 11, a growing number of people have begun to seek careers in public service. This, coupled with widespread layoffs due to the economic downturn, has fueled an increase in applications to nontraditional teacher preparation programs.

Some of the growth has been dramatic. Teach for America, a favorite of the Bush administration, reported recently that applications to the program--which places recent college graduates in urban and rural schools for two years--tripled compared to the previous year. In 2001, Teach for America placed 920 teachers in schools across the country. "People are seeking to ensure that all parts of their lives--professional as well as personal--are fulfilling and meaningful," says Elissa Clapp, the organization's vice president of recruitment and selection.

Second-career programs run by many big-city school districts have seen similar mounting interest. Applications to a Washington, D.C., program were up 45 percent over last year, while a similar program in New York City drew more than 5,000 applications, compared with 1,250 the year before. Then there's the situation in places like Houston (headquarters of ill-fated Enron) and the San Jose, Calif., area (where many high-tech jobs have been lost). School district officials in these cities report more inquiries about teaching jobs, both permanent and as substitutes, including many from laid-off workers.

While second-career programs that draw lawyers, bankers and others who are willing (and able) to take big pay cuts make for great media coverage, the programs that help current school staff--especially classroom paraprofessionals--make the transition to teaching are more quietly contributing to the nation's teaching supply.

From Los Angeles to New York, para-to-teacher programs have brought thousands of former classroom assistants into the teaching ranks. These programs tend to require a bigger investment--of both money and time--than short-term alternative certification approaches because the candidates often need to complete an undergraduate degree, finish their teacher training and hold down full-time jobs at the same time.

One result is that paraprofessionals-turned-teachers are not likely to quit after a year or two. A study of one such program, Pathways to Teaching Careers, paints a highly favorable portrait of the paras (and other school staff, including secretaries, custodians and bus drivers) who enter teaching.

The Urban Institute has studied the Pathways program--which involves 40 colleges and universities in 23 states--for more than six years. Paraprofessionals "may be more expensive to train initially," says researcher Beatriz Chu Clewell, "but when compared to the cost of replacing teachers who leave high-need schools, the expense is clearly a valuable investment."

Among the study's findings: A higher percent of Pathways participants completed teacher certification requirements compared with traditional teacher education candidates; 84 percent of program graduates taught in high-need schools; paraprofessionals were much more likely to stay in teaching beyond three years (81 percent were still teaching) compared to other beginning teachers; and Pathways graduates were perceived by their supervisors and independent assessors to be more effective than typical beginning teachers. Moreover, the Pathways participants are much more likely to be members of racial/ethnic minority groups, bringing needed diversity to the teaching force in many districts.

The Urban Institute study, "Absence Unexcused: Ending Teacher Shortages in High-Need Areas," reports that eight states are considering legislation to provide funding for Pathways-type programs, and many others are interested in similar programs.

Feature story:
Alternative teacher certification ramps up in states and districts