eric.ed.gov har udgivet: With the 2002 enactment of the No Child Left Behind Act (NCLBA), GAO was mandated to review the Troops-to-Teachers program, which provides financial assistance and counseling to help military personnel obtain their teacher licenses, especially in priority subject areas, such as math and science, and find employment in high-need districts and schools, as well as public charter schools. The U.S. Department of Education oversees the program, which received nearly $15 million in fiscal year 2005. This report identifies: (1) the number and characteristics of program participants and factors affecting participation; (2) the recruitment and retention of participants in high-need districts and priority subject areas; and (3) the steps Education has taken to facilitate program management. The following are appended: (1) Objectives, Scope, and Methodology; (2) Comments from… Continue Reading →
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eric.ed.gov har udgivet: In 2004-2005, North Carolina’s average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina’s use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers… Continue Reading →
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eric.ed.gov har udgivet: America’s schools are facing a critical shortage of teachers just as student enrollments are rising and more rigorous assessments of student achievement are being implemented. The shortage is especially acute in hard-to-staff schools in urban and rural areas, as well as in high-demand subjects such as math, science, and bilingual and special education. The teacher shortage is serious and real, and comes at a time when the nation’s educational system is at a crossroads. With the current emphasis on students’ academic performance and job-readiness, it is imperative that schools find and retain dedicated, high-quality teachers. These teachers must be able to teach to the highest standards while navigating complex challenges previously unknown in the profession. Examples from the field show that afterschool programs can provide current and… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted at the request of education policymakers who participate in the Montana Rural Recruitment and Retention Task Force. Like many states, Montana is struggling to recruit and retain qualified educators, especially in certain subject areas and in more rural parts of the state. The purpose of this study is to provide information that will help the task force address these challenges. Task force members asked REL Northwest to examine the following questions: (1) What is the extent of educator shortages in the state in 2017/18? How do educator shortage patterns vary by characteristics of school systems?; (2) To what extent did educators stay in their position and school system, move to a different position within the school system, move to a different school system,… Continue Reading →
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eric.ed.gov har udgivet: We examine earnings records for more than 90,000 classroom teachers employed by Florida public schools between the 2001-02 and 2006-07 school years, roughly 20,000 of whom left the classroom during that time. A majority of those leaving the classroom remained employed by public school districts. Among teachers in grades 4-8 leaving for other industries, a 1 standard deviation increase in estimated value-added to student math and reading achievement is associated with 6-9 percent higher earnings outside of teaching. The relationship between effectiveness and earnings is stronger in other industries than it is for the same groups of teachers while in the classroom, suggesting that current compensation systems do not fully account for the higher opportunity wages of effective teachers. Tables are appended. (Contains 5 figures, 8 tables… Continue Reading →
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eric.ed.gov har udgivet: Teacher quality research and the study of teacher effects received renewed attention and emphasis with Sanders and Rivers’ (1996) startling finding that teacher effects are both additive and cumulative, persisting up to an estimated two years after the student has left the teacher’s classroom. Sanders and Rivers estimated that a student receiving regular assignments (even by chance) to more effective teachers resulted in differential impact on math achievement by as much as 50 percentile points. Although these findings have undergone subsequent criticism and dispute, they serve to underscore the importance of teaching quality on student learning. This Evidence Based Education (EBE) Request seeks to provide an overview of recent research regarding teacher quality with special concentration on the teacher effects literature. Particular emphasis has been placed on… Continue Reading →
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eric.ed.gov har udgivet: The objective of this study is to use nationally representative data to examine the rates, destinations and sources of math and science teacher turnover. There are four sets of research questions the authors address concerning the departure of mathematics and science teachers from their schools: (1) At what rates do mathematics/science teachers move from or leave their teaching jobs? How do their turnover rates compare to those of other teachers? Have their turnover rates changed over time? What is the magnitude of both math science teacher mobility and attrition?; (2) Which types of schools have higher levels of mathematics/science teacher turnover?; (3) What are the destinations of mathematics/science teachers who move from or leave their teaching jobs? What proportions of those departing move to other schools, quit… Continue Reading →
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eric.ed.gov har udgivet: Schools in 47 high-poverty school districts located mostly along the Atlantic Coast of North Carolina, South Carolina, and Virginia may have a head start on new requirements of the No Child Left Behind (NCLB) Act of 2001, thanks to a $6 million grant from the National Science Foundation. Begun in April 2000, the five-year Coastal Rural Systemic Initiative (CRSI) is striving to stimulate sustainable systemic improvements in science and mathematics education in school districts with a long history of low student expectations, persistent poverty, low teacher pay, and high administrator turnover. The CRSI capacity-building model is designed to address issues in rural school districts that traditionally limit the capacity for creating sustainable improvements in math and science programs. A critical action step is that each school district… Continue Reading →
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eric.ed.gov har udgivet: Recruiting and retaining excellent teachers remains a pressing policy issue in education systems worldwide. According to UNESCO estimates, 68.8 million teachers will need to be recruited globally to meet Sustainable Development Goal 4. However, simply recruiting more teachers will not be enough to meet this challenge: we need to recruit high-quality teachers who provide high-quality lessons to improve learner outcomes — and who will remain in the teaching profession. The high number of teachers who leave teaching early in their careers means that there is a crisis in teacher retention, and high staff turnover constitutes a major drain on the resources available to develop a strong education system. As part of our commitment to research and development, we have invested in the review of our Future Teaching… Continue Reading →
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eric.ed.gov har udgivet: In a January 2016 report on teacher shortages in California, “Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions,” the Learning Policy Institute found that there were too few qualified California teachers to meet the growing demand of school districts across the state. A fall 2016 survey of more than 200 California districts revealed that 75% of districts were experiencing teacher shortages, and the vast majority said those shortages were getting worse. Most of those districts reported responding to shortage conditions by hiring teachers with substandard credentials or permits–that is, teachers who have not yet completed the subject matter and teacher preparation requirements for a full credential. In this update, the authors show that, consistent with school district survey data, teacher workforce trends have worsened… Continue Reading →
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