- Those entering the teaching profession through an alternate route cite a desire to work with young people and to contribute something of value to society as their primary reasons for wanting to become teachers.
- Most alternate-route teachers are placed where demand is greatest—urban and rural areas—and teach high-demand subjects such as special education, mathematics, and science.
- More males, minorities, and older people enter teaching through alternate routes than through traditional programs.
- Most of the alternate-route teachers surveyed expect to be teaching K–12 five years from now.
Source: From Profile of Alternate Route Teachers by C. E. Feistritzer, 2005, Washington, D.C.: National Center for Education Information. You can read Feistritzer's report (a PDF) at www.ncei.com/part.html.