eric.ed.gov har udgivet: More than half of community college courses are taught by part-time faculty, and the reliance on part-time faculty to teach developmental education courses and gateway math and English courses is even more prevalent. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. While students with part-time instructors have better outcomes in their current course and similar pass rates in the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in that subsequent course. The negative effects on subsequent enrollment are… Continue Reading →
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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: 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: Despite public interest and government action toward diversifying the teaching workforce in U.S. public schools, our knowledge about the retention and transfer patterns of Black teachers lacks specificity and clarity. In this study, I find that Black teachers’ annual retention rate was about 4 percentage points lower than that of White teachers in North Carolina elementary and secondary schools from 2004 to 2015. This Black-White teacher retention gap can largely be explained by Black teachers’ experience and education and the challenging school and community contexts in which these teachers worked. Compared with White teachers who had similar professional attributes and worked in similar school settings, Black teachers were more likely to stay in schools serving a larger proportion of Black students and to move to a school… Continue Reading →
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eric.ed.gov har udgivet: Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California’s efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared math and science teachers. It also outlines actions policymakers and educators are taking to address the issue. (Contains 2 figures.) [Funding for this brief was provided by The Noyce Foundation.] Link til kilde
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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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eric.ed.gov har udgivet: Education policymakers and leaders often say that the opinions and observations of teachers are among the most important information to help explain and understand what is happening in schools. Teachers’ voices can inject a sense of classroom and school-level realism into those discussions and add clarity and credibility to issues that are often clouded by competing interests. The Center on Education Policy (CEP), in an effort to gather and amplify teachers’ voices about current education issues and their own profession, conducted a national survey of public school K-12 teachers in the winter of 2015-16. The survey focused on a strategic set of issues for policymakers, educators, business leaders, and the public, including teachers’ views on their profession, standards, testing, and evaluations. The nationally representative sample surveyed for… Continue Reading →
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