Staffing Needs

No items found.

TITLE
SYNOPSIS
CITATION
Mitigating teacher shortages: Financial incentives.

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.

Teacher turnover: Examining exit attrition, teaching area transfer, and school migration

The purposes of this research were to quantify trends in three components of teacher turnover and to investigate claims of excessive teacher turnover as the predominant source of teacher shortages.

Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional children75(1), 7-31.

Qualifications and assignments of alternatively certified teachers: Testing core assumptions.

By analyzing data from the Schools and Staffing Survey, the authors empirically test four of the core assumptions embedded in current arguments for expanding alternative teacher certification (AC):

Cohen-Vogel, L., & Smith, T. M. (2007). Qualifications and assignments of alternatively certified teachers: Testing core assumptions. American Educational Research Journal44(3), 732-753.

Missing elements in the discussion of teacher shortages

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 Researcher45(8), 460–462.

Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge

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 Archives11(33), 1–55.

Understanding and addressing teacher shortages in the United States.

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.

An investigation of the effects of variations in mentor-based induction on the performance of students in California

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 record110(10), 2271-2289.

Refueling the STEM and special education teacher pipelines.

This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State, where almost 4,000 more STEM and special education teachers have left the profession than have been produced by in-state teacher training institutions over the past 25 years. 

Goldhaber, D., Krieg, J., Theobald, R., & Brown, N. (2015). Refueling the STEM and special education teacher pipelines. Phi Delta Kappan97(4), 56-62.

Teacher recruitment and retention: A review of the recent empirical literature.

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 research76(2), 173-208.

Career Changers in the Classroom: A National Portrait

This volume is the third report in a series on the potential, promise, experience, and needs of career changers who are teaching in America’s classrooms today. It is based on a survey of a cross-section of such individuals conducted by Hart Research Associates in 2009.

Hart Research Associates (2010). Career changers in the classroom: A national portrait. Woodrow Wilson National Fellowship Foundation. Retrieved from http://www.woodrow. org/images/pdf/policy/CareerChangersClassroom_0210.pdf

Is there really a teacher shortage?

This report summarizes a series of analyses that have investigated the possibility that there are other factors—tied to the organizational characteristics and conditions of schools—that are behind school staffing problems.

Ingersoll, R. (2003). Is there really a teacher shortage? Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania.

Pursuing a “sense of success”: New teachers explain their career decisions.

This article reports on a longitudinal study designed to explore these questions. In 1999, researchers from The Project on the Next Generation of Teachers selected and interviewed a diverse group of 50 new teachers in the Massachusetts public schools.

Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a “sense of success”: New teachers explain their career decisions. American Educational Research Journal40(3), 581-617.

Who stays and who leaves? Findings from a three-part study of teacher turnover in NYC middle schools

This research summary focuses on aspects of the study’s results that are likely to be most useful for policymakers and school leaders as they strive to maintain and manage an effective teacher workforce.

Marinell, W. H., & Coca, V. M. (2013). " Who Stays and Who Leaves?" Findings from a Three-Part Study of Teacher Turnover in NYC Middle Schools. Online Submission.

The academic quality of public school teachers: an analysis of entry and exit behavior

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 Review23(5), 507–518.

Databurst: Teacher Shortages and Surpluses

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

Understanding Teacher Shortages: An Analysis of Teacher Supply and Demand in the United States
This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shift in pupil-teacher rations, and attrition. 

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 archives27(35).

Filling the void: A grounded theory approach to addressing teacher recruitment and retention in urban schools

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 Society50(6), 548-574.

No items found.

Back to Top