In this study, the authors analyze the undergraduate economics coursework of U.S. college graduates who became pre-college classroom teachers. The results show that teachers successfully completed on average the equivalent of about half an economics course in their undergraduate coursework. About 6 in 10 teachers earned no course credits in…

This Statistics in Brief examines the teaching status of 2007-08 first-time bachelor's degree recipients one year after graduation. The analysis compares four groups with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor's degree, those who prepared to teach but had not…

This report documents the methodological procedures and evaluations of the 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09). RTI, with the assistance of MPR, conducted B&B:08/09 for the National Center for Education Statistics (NCES) of the U.S. Department of Education. Chapter 1 describes the background, legislative…

This "First Look" presents findings from the 2008-09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09), which describes the enrollment and employment experiences, 1 year after they graduated, of a national sample of college graduates who completed a bachelor's degree in the 2007-08 academic year. The tables in this report…

Discusses the rates at which graduates become involved in teaching. Includes preparation, classroom experiences, and future plans. Data from the 1993 Baccalaureate and Beyond Longitudinal Study indicate that many graduates who teach soon after college do not expect to spend much time teaching, let alone make it a career. (SLD)

The Baccalaureate and Beyond Longitudinal Study (B&B:93) tracks the experiences of a cohort of recent college graduates, those who received the baccalaureate degree during the 1992-93 academic year and were first interviewed as part of the National Postsecondary Student Aid Study. The experiences of this group in the areas of academic…