Mid-career professionals who transition into teaching bring years of career experience, a sense of purpose, and—according to recent research—a stronger likelihood of actually stepping into the classroom than their less experienced counterparts. A study by Salem Rogers and Jane Arnold Lincove from the Annenberg Institute found that while mid-career entrants make up a small share of newly certified teachers in Michigan, they are 6 percentage points more likely to enter teaching positions within three years of certification and no more likely to leave within the first few years than their younger peers.
Once in the classroom, mid-career teachers persist at similar or slightly better rates than younger entrants. The study found no meaningful difference in early career exit rates between the two groups, suggesting that older entrants, despite having other career options, are not more likely to leave teaching after making the switch.
Furthermore, mid-career professionals entering the teaching workforce are more diverse than the overall teacher workforce, with a greater representation of Black and male teachers—two groups that remain underrepresented in education. Additionally, older Black teachers were significantly less likely to leave within their first three years than younger Black teachers, highlighting the potential of mid-career pathways to improve both recruitment and long-term retention of underrepresented teachers. (For more insights on teacher diversity, check out NCTQ's new Teacher Diversity Dashboards.)
However, a significant portion of teachers who complete certification—32% of all newly certified teachers in Michigan alone—never go on to teach in the state's public schools. Some may find teaching opportunities elsewhere, but others likely hit roadblocks such as salaries that don't acknowledge prior experience or a lack of clear pathways into schools that need them. This isn't just a Michigan problem. A recent Washington state study found similar patterns: While 25% of certified candidates never took a job in education at all, many of those who eventually became teachers did not immediately enter public K–12 teaching after being certified. Around 60% of those initially working in education roles outside public schools (such as private school teaching or early childhood education) later transitioned into public K–12 positions, while those who started outside education rarely made the switch.
These findings highlight a major missed opportunity in addressing teacher shortages. States and districts should pay closer attention to the "bench" of trained teachers—those who complete certification but do not immediately enter the classroom. Furthermore, robust state-level data systems should capture this kind of information on the workforce.
If states and districts want to tap into new pools of teacher talent, especially when they are already trained and credentialed, they need to look beyond traditional recruitment pipelines and actively engage mid-career entrants, since they are more likely to take teaching jobs. Without deliberate efforts to support their entry into the profession and create stronger hiring pathways, too many will continue to sit on the sidelines, representing lost potential for schools struggling with staffing shortages.
Once in the classroom, mid-career teachers persist at similar or slightly better rates than younger entrants. The study found no meaningful difference in early career exit rates between the two groups, suggesting that older entrants, despite having other career options, are not more likely to leave teaching after making the switch.
Furthermore, mid-career professionals entering the teaching workforce are more diverse than the overall teacher workforce, with a greater representation of Black and male teachers—two groups that remain underrepresented in education. Additionally, older Black teachers were significantly less likely to leave within their first three years than younger Black teachers, highlighting the potential of mid-career pathways to improve both recruitment and long-term retention of underrepresented teachers. (For more insights on teacher diversity, check out NCTQ's new Teacher Diversity Dashboards.)
However, a significant portion of teachers who complete certification—32% of all newly certified teachers in Michigan alone—never go on to teach in the state's public schools. Some may find teaching opportunities elsewhere, but others likely hit roadblocks such as salaries that don't acknowledge prior experience or a lack of clear pathways into schools that need them. This isn't just a Michigan problem. A recent Washington state study found similar patterns: While 25% of certified candidates never took a job in education at all, many of those who eventually became teachers did not immediately enter public K–12 teaching after being certified. Around 60% of those initially working in education roles outside public schools (such as private school teaching or early childhood education) later transitioned into public K–12 positions, while those who started outside education rarely made the switch.
These findings highlight a major missed opportunity in addressing teacher shortages. States and districts should pay closer attention to the "bench" of trained teachers—those who complete certification but do not immediately enter the classroom. Furthermore, robust state-level data systems should capture this kind of information on the workforce.
If states and districts want to tap into new pools of teacher talent, especially when they are already trained and credentialed, they need to look beyond traditional recruitment pipelines and actively engage mid-career entrants, since they are more likely to take teaching jobs. Without deliberate efforts to support their entry into the profession and create stronger hiring pathways, too many will continue to sit on the sidelines, representing lost potential for schools struggling with staffing shortages.