Beginning Teacher Longitudinal

Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results From the First Through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study



Released in August 2013. To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). BTLS is a nationally representative longitudinal study of public school teachers who began teaching in 2007 or 2008. It provides data on teacher characteristics (e.g., age and gender) and attitudes (e.g., teacher satisfaction) of teachers who stay in the prekindergarten through 12th-grade teaching profession and those who leave teaching. The survey also collects data on teachers' mobility across schools and/or districts. In addition, data on school characteristics (e.g., community type) are collected. The BTLS, therefore, provides researchers with the opportunity to examine the career paths of beginning teachers as well as factors that may influence those paths.

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