Can Early Exposure to the Teaching Profession Increase Teacher Supply and Diversity? New Evidence on the Teacher Pipeline -- by Danielle Sanderson Edwards, Matthew A. Kraft

Corresponding author, Danielle Sanderson Edwards, can be reached at d1edward@odu.edu. We are grateful for the feedback from Conra Gist, Jeremy Landa, Mark Olofson, and the participants of the Association for Education Finance and Policy and the Association of Public Policy and Management conferences. This research was generously supported by funding from Schmidt Futures and the W.T. Grant Foundation. Claude Code assisted in generating figures from author-created tabular output. While working on this paper, Matthew Kraft served as the Director of Research at Teach Upbeat—an organization that supports school districts to collect surveys on teacher working conditions and analyze this data to improve teacher retention. The conclusions of this research do not necessarily reflect the opinion or official position of the Texas Education Research Center, the Texas Education Agency, the Texas Higher Education Coordinating Board, the Texas Workforce Commission, or the State of Texas. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.