Every year, schools must hire new teachers to replace the nearly 15 percent who leave annually. But what if schools are doing it wrong? In Core Education’s May issue brief, we explore the data science behind teacher hiring, look at the teacher characteristics that have the most impact on teacher effectiveness and retention, and benchmark Read more about May Issue Brief: Effective Teacher Hiring Practices[…]
Diverse, learner-ready teachers in the classroom means students have access to the instruction and learning needed to meet education goals. But the reality is that too many students are without these teachers State and district leaders can change that by using data to make informed policy decisions that strengthen their teacher pipelines. Data Quality Campaign’s Read more about How State and Local Leaders Can Strengthen Teacher Pipelines[…]
Recently in Education Week, Madeline Will reviewed new teacher hiring practices designed to predict the longevity and effectiveness of teachers before they begin teaching. Excerpts from the piece appear below: Sojourner and other researchers partnered with the Minneapolis school district to determine whether teachers’ resumes can predict how effective they’ll be in the classroom and Read more about Taking the Guesswork Out of Teacher Hiring[…]
It is often difficult for school and district leadership to identify high-quality teachers who will remain in the classroom, especially among those who are just entering the profession and in the first years of employment. However, a recent study by Robert Vagi, Margarita Pivovarova and Wendy Miedel Barnard suggests that examining a prospective teacher’s instructional Read more about What does pre-service teacher quality tell us about entry and retention in the profession?[…]
Michael Hansen, Diana Quintero, and Li Feng of the Brookings Institute recently explored incentive policies that show evidence of attracting minority teachers. Excerpts from their piece appear below: Many education policymakers and practitioners across the country recognize the need to recruit and retain more racial and ethnic minorities into the teaching profession. As we’ve previously Read more about Attracting Minorities to the Teaching Profession[…]
The National Council on Teacher Quality (NCTQ) has released its Teacher Shortages and Surpluses Databurst, an analysis of states’ work to track teacher shortages and surpluses, and to implement policy solutions to address these challenges. This resource includes an overview of promising practices currently being implemented, a snapshot of all 50 states’ and the District Read more about NCTQ Releases Analysis of States’ Efforts to Address Teacher Shortages and Surpluses[…]
The National Council on Teacher Quality (NCTQ) has released its biannual 2017 State Teacher Policy Yearbook (Yearbook), which finds that the rapid progress made by states over the last decade to modernize their teacher policies has largely slowed. Since the last edition of the Yearbook in 2015, few states have initiated any new actions to Read more about States’ Sense of Urgency to Improve Teacher Policies Grinds to a Halt[…]
The National Council on Teacher Quality (NCTQ) has released new ratings for 875 undergraduate elementary teacher preparation programs. The latest Teacher Prep Review found evidence that the nation’s top programs–those that graduate teachers well versed in both evidence-based content and methods of teaching–are not all the nation’s best known elite universities, but include Purdue University, Read more about Landscapes in Teacher Prep: Undergraduate Elementary Education[…]
Everybody involved in K-12 education knows that new teachers tend to need a lot of extra support. What they may not fully grasp, however, is just how many new teachers are out there. As a segment of the total U.S. teaching force, their representation appears to be considerable. Nationally, 12 percent of all public school Read more about New Teachers Make Up a Significant Segment of Profession[…]
In a recent article in RealClear Education, Ashley LiBetti Mitchel and Chad Aldeman explore the difficulty with evaluating teacher preparation. Excerpts of “Our Failed Investments in Teacher Preparation” appear below: Each year, new teachers collectively spend about $4.85 billion dollars and 302 million hours on their preparation work. But there is no evidence that any Read more about Evaluating Teacher Preparation: The problems with inputs — and outputs[…]
Paul Bruno at the Brookings Institution explores the relationship between teacher evaluation policies and the supply of teachers in a recent article. Overall, teacher evaluations have been ramping up in recent years, with some evidence in New York City and Washington D.C. that they are improving student achievement. However, in general, teacher evaluation reforms in Read more about The Importance of Teacher Supply to Education Reform[…]
You may have been hearing in the news about teacher shortages in various communities around the country. Looking a little bit more closely at these situations reveals that, while enrollment in teacher preparations programs has certainly declined in recent years, there does not appear to be an across-the-board problem with finding and hiring teachers in Read more about Districts Facing Teacher Shortages Look for Lifelines[…]
Frank Bruni has penned a piece highlighting the teaching shortages that have made the news around the country in recent weeks. The shortages are so acute in some places, both urban and rural, that teachers are being brought in who are not even fully certified yet. After researching and talking with various noted education professionals, Read more about Can We Interest You In Teaching?[…]
With an estimated 1.5 million new teachers entering schools over the next decade, what can policymakers do to ensure that the next generation of teachers is ready to teach on day one? A new brief released by the Education Policy Center at American Institutes for Research (AIR), A Million New Teachers Are Coming: Will They Read more about Improving Teacher Preparation[…]
The percentage-and overall number-of high school students reporting an interest in teaching has steadily declined since 2010, according to The Condition of Future Educators 2014. This ACT report compares data on the self-reported career interests of nearly 1.85 million 2014 US high school graduates who took the ACT® test, compared to those who took the Read more about Interest in Teaching Careers Declining[…]
More than 87 percent of TFA teachers say they don’t plan on remaining teachers throughout their careers, compared with 26.3 percent of non-TFA teachers working in the same subjects, grades, and schools, according to an analysis released last week by Mathematica Policy Research (PDF). The study suggests the risk of turnover is relatively high for Read more about Teacher Retention and TFA[…]