TY  - JOUR
AB  - Districts nationwide seek to diversify the educator workforce, yet pathways for paraprofessionals—typically more ethnoracially and linguistically diverse than the general teacher pipeline—remain understudied. Using administrative data from New York City Public Schools (NYCPS), this study examines paraprofessionals’ demographics and factors predicting their transition to teaching or exit from NYCPS. Between 2016–17 and 2023–24, the paraprofessional workforce grew substantially, and more new teachers had prior paraprofessional experience. Those advancing to teaching were more ethnoracially diverse but more likely to eventually leave teaching in NYCPS, especially when staying in the same school that they served as a professional. Findings underscore the need for targeted support to strengthen both the retention of paraprofessionals and the sustainability of their success as classroom teachers.
AU  - Rodriguez, Luis A.
AU  - Wu, Xingshua Toby
AU  - Myers, Emily
PY  - 2026
ST  - Transitioning Teacher Talent: An Ethnoracial Descriptive Portrait of the Paraprofessional-to-Teacher Pipeline in New York City Public Schools
TI  - Transitioning Teacher Talent: An Ethnoracial Descriptive Portrait of the Paraprofessional-to-Teacher Pipeline in New York City Public Schools
UR  - http://www.edworkingpapers.com/ai26-1388
ER  -