This paper is the first attempt to test the community amenity hypotheses in a multivariate framework using administrative data on teacher employment patterns.
Miller, L. C. (2012). Understanding rural teacher recruitment and the role of community amenities. Journal of Research in Rural Education, 27(13), 1-52.
This study uses applications-to-transfer data to examine separately which teachers apply for transfer and which get hired and, in so doing, differentiates teachers from school preferences.
Boyd, D., Lankford, H., Loeb, S., Ronfeldt, M., & Wyckoff, J. (2010). The role of teacher quality in retention and hiring: Using applications-to-transfer to uncover preferences of teachers and schools. Working Paper No. 15966. Cambridge, MA: National Bureau of Economic Research. Retrieved from https://www.nber.org/papers/w15966.pdf
This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,
Allen, M. (2000). Teacher Preparation and Induction. Progress of Education Reform, 1999-2001, 2(3), n3.
The first brief in this series, Teacher Shortages: What We Know, explores research on teacher shortages and highlights recent state task force findings. This report is one of five policy briefs examining strategies states are using to address shortages.
Aragon, S. (2016). Mitigating teacher shortages: Financial incentives. Retrieved from.
Policy Brief 2018-1: Addressing the Importance and Scale of the U.S. Teacher Shortage
Castro, A., Quinn, D. J., Fuller, E., & Barnes, M. (2018). Quality leadership matters. University Council for Educational Administration. Policy Brief Series,(1), 1.
Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers.
Cowan, J., Goldhaber, D., Hayes, K., & Theobald, R. (2016). Missing elements in the discussion of teacher shortages. Educational Researcher, 45(8), 460–462.
The authors study the mal-distribution of teachers and examine its causes then describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces.
Darling-Hammond, L., and Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33), 1–55.
While anecdotal accounts of substantial teacher shortages are increasingly common, we present evidence that such shortages are not a general phenomenon but rather are highly concentrated by subject and in schools where hiring and retaining teachers are chronic problems. We discuss several promising, complementary approaches for addressing teacher shortages.
Dee, T. S., & Goldhaber, D. (2017). Understanding and addressing teacher shortages in the United States. The Hamilton Project.
Research on teacher turnover has led to the identification of retention strategies to help advance the profession and improve the recruitment, preparation, and support of teachers. This report summarizes available research on these strategies and discusses potential barriers and research on their relative cost-effectiveness.
Donley, J., Detrich, R., States, J., & Keyworth, R. (2019). Teacher Retention Analysis Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/teacher-retention-strategies
Policy makers are concerned about reports of teacher shortages and the high rate of attrition among new teachers. Prior studies indicate that mentor-based induction can reduce the numbers of new teachers leaving schools or the profession
Fletcher, S., Strong, M., & Villar, A. (2008). An investigation of the effects of variations in mentor-based induction on the performance of students in California. Teachers college record, 110(10), 2271-2289.
This paper provide some recommendations to increase the pool of potential teachers, make it tougher to award tenure to those who perform least well, and reward effective teachers who are willing to work in schools serving large numbers of low-income, disadvantaged children.
Gordon, R., Kane, T. J., & Staiger, D. O. (2006). Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. Brookings Institution.
This article critically reviews the recent empirical literature on teacher recruitment and retention published in the United States.
Guarino, C. M., Santibanez, L., & Daley, G. A. (2006). Teacher recruitment and retention: A review of the recent empirical literature. Review of educational research, 76(2), 173-208.
This brief summarizes the results from a study of the recruitment, employment, and retention of minority k-12 teachers. The study examines the extent and sources of the minority teacher shortage—the low proportion of minority teachers in comparison to the increasing numbers of minority students in the school system.
Ingersoll, R., & May, H. (2016). Minority teacher recruitment, employment and retention: 1987 to 2013. Learning Policy Institute, Stanford, CA.
This report fills an important gap in the literature on school leadership by presenting an approach for understanding the resources and expenditures associated with efforts to prepare, hire, evaluate, develop, and support school leaders and by presenting estimates of those resources and expenditures.
Kaufman, J. H., Gates, S. M., Harvey, M., Wang, Y., & Barrett, M. (2017). What It Takes to Operate and Maintain Principal Pipelines: Costs and Other Resources. RAND Corporation. PO Box 2138, Santa Monica, CA 90407-2138.
Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200.
In this paper, the authors use value-added methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development and retention of its teachers.
Loeb, S., Béteille, T., & Kalogrides, D. (2012). Effective schools: Teacher hiring, assignment, development, and retention. Education Finance and Policy, 7(3), 269–304.
This research suggests that the effectiveness of principals in managing the recruitment and advancement of teachers will contribute to improvements in student learning. One of the key ways these managers influence performance is through human capital management: the attraction, development and retention of the employee talent the organization needs.
Milanowski, A., & Kimball, S. (2010). The principal as human capital manager: Lessons from the private sector. Teaching talent: A visionary framework for human capital in education, 69-90.
The current study examined methods for training teachers to use functional analysis methods.
Moore, J. W., Edwards, R. P., Sterling‐Turner, H. E., Riley, J., DuBard, M., & McGeorge, A. (2002). Teacher acquisition of functional analysis methodology. Journal of Applied Behavior Analysis, 35(1), 73-77.
The authors offer a new vision of teacher career pathways for the 21st century that holds promise for recruiting and retaining excellent teachers who further student learning. They showcase recent initiatives at the local, state, and national level that promote teacher role differentiation and create different models of teacher staffing and teacher career continuums.
Natale, C. F., Bassett, K., Gaddis, L., & McKnight, K. (2013). Creating sustainable teacher career pathways. 2013-07-05)[2016-02-19]. http://researchnetwork. pearson, com/wp-content/uploads/CSTCP-21 CI-pk-final-WEB. pdf.
The authors investigate how the labor market decisions of recent college graduates, new teachers, and employers affect the academic quality of the teaching workforce in public schools.
Podgursky, M., Monroe, R., & Watson, D. (2004). The academic quality of public school teachers: An analysis of entry and exit behavior. Economics of Education Review, 23(5), 507–518.
This report reviews an extensive body of research on teacher recruitment and retention, and identifies five major factors that influence a teacher’s decision to enter, remain in, or leave the teaching profession, generally, and high-need schools, specifically.
Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the teacher shortage: How to attract and retain excellent educators. Palo Alto, CA: Learning Policy Institute.
This brief is intended to inform state leaders and others in the field about the participating states’ efforts to strengthen the recruitment, preparation, support, and supervision of school leaders.
Riley, D. L., & Meredith, J. (2017). State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups. Policy Studies Associates, Inc.
The Teacher Shortages and Surpluses Databurst is an analysis of states' work to track teacher shortages and surpluses, and to implement the 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 of Columbia's efforts in addressing teacher supply and demand challenges, and noteworthy state policies by region across the country.
Ross, E. (2018). Databurst: Teacher Shortages and Surpluses. Retrieved from https://www.nctq.org/publications/Teacher-Shortages-and-Surpluses-Databurst
This book examines issues pertaining to making effective hiring decisions. The authors present a research-based interview protocol built on quality indicators.
Stronge, J. and Hindman, J., (2006). Teacher Quality Index. Association for Supervision and Curriculum Development
Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2019). Understanding Teacher Shortages: An Analysis of Teacher Supply and Demand in the United States. education policy analysis archives, 27(35).
This research addresses the problem of teacher shortages in urban, high-needs schools.
Wronowski, M. L. (2018). Filling the void: A grounded theory approach to addressing teacher recruitment and retention in urban schools. Education and Urban Society, 50(6), 548-574.