Understanding Attrition in New Jersey’s Teacher Preparation Pipeline
Karleen Aghevli, Ghazi Ahmed, Jiakun Dai, Tylor Mengel, Jake Papa, and Freyja Quinn
A Report for New Jersey Department of Education
Faculty Advisor: Dr. Stephanie Walsh
Importance of the Teacher Workforce Pipeline
A stable and well-prepared teacher workforce is essential to ensuring equitable access to high-quality education across New Jersey. However, the pursuit of teaching as a career is increasingly under scrutiny. A declining willingness among parents to encourage their children to pursue teaching reflects persistent concerns about pay, working conditions, and job stress (PDK, 2024). These perceptions intersect with documented shortages in the educator workforce and declining enrollment and completion in Educator Preparation Programs (EPPs). Understanding the context in which candidates exit the teacher preparation pipeline is critical for addressing systemic attrition and strengthening long-term workforce stability.
The Teacher Preparation Landscape
The teacher pipeline in New Jersey reflects both national trends and state-specific structural conditions. Enrollment in EPPs has declined, and completion rates have dropped over time, mirroring broader national patterns of teacher attrition and shortages. At the same time, alternative certification pathways (CE and Limited CE) have reshaped entry into the profession. Policy changes in New Jersey have also influenced the dynamics of the teacher pipeline. The elimination of the Praxis Core, the teaching certification exam requirement, and the implementation of a law that forbids requiring edTPA, a former teacher assessment, have reduced some formal barriers to entry and progression. However, structural challenges remain, particularly in clinical practice requirements, financial barriers, and uneven preparation experiences across programs.
Across the national landscape, peer states are experiencing similar challenges within the educator pipeline. Common issues include unpaid student teaching, inconsistent induction support, socioeconomic barriers to preparation pathways, and early-career attrition driven by working conditions and lack of support. States that have implemented paid residencies, apprenticeship models, and structured induction systems show higher retention rates.
Key Findings
This study used a mixed-methods research design, combining policy analysis, aggregated quantitative data, and qualitative interviews and focus groups with EPP students and education professionals (administrators, faculty, and stakeholders). The qualitative data show that attrition is driven less by candidate motivation and more by structural and procedural barriers embedded throughout the pipeline. Quantitative data show that CEAS completers have consistently higher employment rates than CE completers across comparable years. Data gaps, particularly for CE programs and post-completion outcomes, limit the depth of analysis and underscore the need for improved longitudinal tracking.
Attrition within educator preparation programs occurs at several predictable stages. Attrition begins with introductory coursework, where students often self-select out after initial exposure, followed by the transition into upper-level coursework when program demands become more apparent. While early departures are often exploratory, later-stage attrition is more closely tied to structural constraints, including GPA requirements, program length, and the competing demands of personal and financial obligations. Financial strain is one of the most consistent barriers throughout this process. Costs related to certification exams, licensing, transportation, and unpaid clinical practice disproportionately affect students without financial safety nets. Clinical placements are frequently described as equivalent to a full-time unpaid job, forcing many candidates to juggle multiple responsibilities. Although some financial supports exist, they are often limited, difficult to access, or insufficient.
Clinical practice itself stands out as a consequential stage. Positive experiences can be transformative, but inconsistencies across districts can lead to poorly matched or unsupported placements that contribute to discouragement and attrition. Many candidates also report a disconnect between coursework and real classroom demands, particularly in areas like classroom management and supporting students with diverse learning needs. Structural inequities, including financial barriers and unclear certification processes, disproportionately impact first-generation students, students of color, and those without financial support. Broader issues such as underrepresentation and social stigma impact these students as well. Despite these challenges, strong support systems play a critical role in improving persistence and overall program satisfaction.
Policy analysis of peer states shows common approaches to addressing pipeline attrition. States that have implemented paid residencies, registered apprenticeships, and earn-while-you-learn models report stronger enrollment and more diverse candidate pools. Structured induction programs are associated with reduced attrition during the critical first years of teaching. Financial barriers, particularly unpaid clinical requirements, are a consistent challenge across peer states, with several states adding or increasing compensation as a result.