eric.ed.gov har udgivet: There have long been anecdotal reports that some Maine districts have difficulty filling vacancies and retaining teachers. This is a common lament for schools in rural areas, and for schools across the state in hiring teachers for certain subject areas-namely math, science, special education, and foreign languages. Current policy initiatives in Maine such as the push for proficiency-based high school diplomas are raising the stakes for schools to employ high-quality teachers in all content areas. There is a concern that schools facing persistent teacher shortages may struggle to provide a comprehensive educational program, resulting in inequitable learning opportunities for their students. To further investigate the empirical evidence behind these anecdotal reports, the Joint Standing Committee on Education and Cultural Affairs commissioned this study of the Maine Education… Continue Reading →
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eric.ed.gov har udgivet: Since the 1990s, the United States has fallen behind on college completion, slipping from first in the world in 1995 to 10th in 2016. A major factor in the country’s low rates of college completion is a lack of true college preparation in the K-12 education system. On the National Assessment of Educational Progress, the math achievement of 12th graders has remained stagnant since 2005, and reading achievement is actually 5 scale score points lower than it was in 1992, more than 25 years ago. States across the country have taken important steps to reverse this trend, and some are successfully raising standards for students in reading and math by adopting the Common Core State Standards, an effort initiated by governors in 2010. These standards describe what… Continue Reading →
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eric.ed.gov har udgivet: High teacher turnover imposes numerous costs on the schools and districts from which teachers depart. This study asks how schools respond to spells of high teacher turnover, and assesses organizational and human capital losses in terms of the changing composition of the teacher pool. Our analysis uses more than two decades of linked administrative data on math and ELA [English language arts] teachers at middle schools in North Carolina to determine the impacts of turnover across different policy environments and macroeconomic climates. We find that, even after accounting for school contexts and trends, turnover has marked, and lasting, negative consequences for teacher quality. Our results highlight the need for heightened policy attention to issues of teacher retention and working conditions. Link til kilde
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