Job queues, certification status, and the education labor market

Research output: Contribution to journalArticle

Abstract

This research explores the interaction between training programs and certification status in one education labor market to examine the micro-level interactions that shape the recruitment process. Using job queue theory, it is found that the information available to novice teachers operates to stratify and shape their worksite choices in addition to stratifying workers by their certification status. Traditionally trained teachers use the formal and informal knowledge garnered during training to identify preferred worksites, citing poverty levels, student achievement, and the administration as important factors in the decision-making process. Conversely, alternatively trained teachers are channeled into disadvantaged schools and, constrained by limited occupational knowledge, select a worksite based on personal interactions. Accountability policies and teacher training programs interact to stratify schools and teachers in the education labor market.

Original languageEnglish (US)
Pages (from-to)267-298
Number of pages32
JournalEducational Policy
Volume25
Issue number2
DOIs
StatePublished - Mar 1 2011

Fingerprint

certification
labor market
teacher
training program
interaction training
education
interaction
micro level
available information
teacher training
school
decision-making process
poverty
worker
responsibility
student

Keywords

  • beginning teachers
  • certification
  • recruitment
  • school districts

ASJC Scopus subject areas

  • Education

Cite this

Job queues, certification status, and the education labor market. / Evans, Lorraine.

In: Educational Policy, Vol. 25, No. 2, 01.03.2011, p. 267-298.

Research output: Contribution to journalArticle

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