Education Drivers

Analysis Of Projected Need

Matching the availability of teachers to demand constantly evolves. During recessions, teacher layoffs are common as class sizes rise and programs close. As economic times lift, schools acquire resources and hire personnel. Currently, as the economy improves, American schools are confronted with shortages, now most severe in special education; science, technology, engineering, and math (STEM); and bilingual education. Shortages vary across the country and are most acute in areas with lower wages and in poor schools. During shortages, schools resort to emergency or temporary credentials to meet needs. Teacher supply consists of recent graduates, alternative credentialed teachers, those returning to the profession, and teachers moving between schools. A 35% drop in pre-service enrollment and high teacher attrition currently impact the supply. Candidates and veteran teachers are influenced to leave teaching due to low compensation, stressful working conditions, and a perceived decline in respect. The demand side is influenced primarily by fluctuations in population, finances, and education policy. Matching supply to demand is a challenge but can be accomplished through better planning, procuring less volatile funding sources, and improving working conditions through improved pay and effective training.

Data Mining

TITLE
SYNOPSIS
CITATION
Are Schools Adequately Attracting and Retaining Teaching Staff?

This analysis looks at retention and experience data for teachers in the United States.

Keyworth, R. (2010). Are Schools Adequately Attracting and Retaining Teaching Staff? Retrieved from are-schools-adequately-attracting927.

 

Presentations

TITLE
SYNOPSIS
CITATION
From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation
This paper discusses the results of the National Council on Teacher Quality’s first nation-wide study of 2,420 university teacher preparation programs across 1,130 institutions.
McKee, A. (2014). From "Learning to Learn" to "Training to Teach": Changing the Culture of Teacher Preparation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-arthur-mckee.
TITLE
SYNOPSIS
CITATION
Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review

This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). Further, we critically appraised each study's design and related methodological details in order to determine certainty of evidence.

Chan, J. M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., & Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in autism spectrum disorders3(4), 876-889.

Research examining group/team-based school consultation

A prominent philosophical influence in school consultation research proposes that to effectively serve children, school psychologists must work primarily and paradoxically on changing the behavior of adults. Although the consultation literature base has traditionally conceptualized this role within a dyadic model emphasizing the consultant-consultee relationship, much of school consultation today occurs in the context of teams rather than dyads.

Dowd-Eagle, S., & Eagle, J. (2014). Team-based school consultation. In Handbook of research in school consultation (pp. 464-486). Routledge.

The Condition of Education 2019 Newly Released.

This annual publication is one of the best ongoing sources for tracking and analyzing important developments and trends in education over time using the latest available data. In 2019 the spotlights were on: “Early Childhood Care Arrangements”; “Choices and Costs Characteristics of Public School Teachers Who Completed Alternative Route to Certification Programs”; and “Trends in Student Loan Debt for Graduate School Completers.”

McFarland, J., Hussar, B., Zhang, J., Wang, X., Wang, K., Hein, S., Diliberti, M., Forrest Cataldi, E., Bullock Mann, F., and Barmer, A. (2019). e Condition of Education 2019 (NCES 2019-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/ pubsearch/pubsinfo.asp?pubid=2019144. 

Implementation variation and fidelity in an inquiry science program: Analysis of GLOBE data reporting patterns

This article examines variations in patterns in the enactment of a large-scale kindergarten through Grade 12 science inquiry program. Student data reports in the GLOBE program provide a useful measure of implementation because key design elements in the program are student collection and reporting of local environmental data.

Penuel, W. R., & Means, B. (2004). Implementation variation and fidelity in an inquiry science program: Analysis of GLOBE data reporting patterns. Journal of Research in Science Teaching41(3), 294-315.

A Guide to Calculating District Expenditure-to-Performance Ratios Using Publicly Available Data

Efficient use of educational resources is a perennial challenge for school systems. Maximizing the impact of education interventions to magnify student achievement is an important goal for all school districts. This guide examines the use of expenditure-to-performance ratios as a critical indicator for school systems to help decide which interventions make sense when education dollars are at a premium. It describes how states and districts can use available data on district expenditures and student academic achievement to calculate six district-level expenditure-to-performance ratios.

 

Ryan, S., Lavigne, H. J., Zweig, J. S., & Buffington, P. J. (2017). A guide to calculating district expenditure-to-performance ratios using publicly available data. (REL 2017-179). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands.

 

School Intervention That Work: Targeted Support for Low-Performing Students

This report breaks out key steps in the school identification and improvement process, focusing on (1) a diagnosis of school needs; (2) a plan to improve schools; and (3) evidenced-based interventions that work.

 

School Intervention That Work: Targeted Support for Low-Performing Students. (2017). Alliance For Excellent Education. Retrieved from https://all4ed.org/reports-factsheets/schoolinterventions/

Digest of education statistics 2011

This is an analysis of key information in education in the United States. Most of the data is from surveys conducted by the National Center for Education Statistics (NCES) or conducted by other agencies and organizations with support from NCES.

Snyder, T. D., & Dillow, S. A. (2012). Digest of education statistics 2011. National Center for Education Statistics.

Digest of education statistics 2014

This is an analysis of key information in education in the United States. Most of the data is from surveys conducted by the National Center for Education Statistics (NCES) or conducted by other agencies and organizations with support from NCES.

 

Snyder, T. D., de Brey, C., & Dillow, S. A. (2016). Digest of education statistics 2014. National Center for Education Statistics.

Collaboration from the ground up: Creating effective teams

The role of the school social worker and school psychologist in the provision of mental health services in the schools has been in transition over the last decade. As schools implement Response to Intervention (RTI), Positive Behavior Interventions and Supports (PBIS), and Expanded School Mental Health (ESMH) programs, there is an increasing emphasis on the need for inter-professional collaboration in meeting the needs of children in the schools.

Sosa, L. V., & McGrath, B. (2013). Collaboration from the ground up: Creating effective teams. School Social Work Journal38(1), 34-48.

A coming crisis in teaching? Teacher supply, demand, and shortages in the US

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Washington, DC: Learning Policy Institute. Available at: https://learningpolicyinstitute. org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT. pdf.

A coming crisis in teaching? Teacher supply, demand, and shortages in the US

Recent media reports of teacher shortages across the country are confirmed by the analysis of several national datasets reported in this brief. Shortages are particularly severe in special education, mathematics, science, and bilingual/English learner education, and in locations with lower wages and poorer working conditions. Shortages are projected to grow based on declines in teacher education enrollments, coupled with student enrollment growth, efforts to reduce pupil-teacher ratios, and ongoing high attrition rates.

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the US. Washington, DC: Learning Policy Institute. Available at: https://learningpolicyinstitute. org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT. pdf.

The current state(s) of prereferral intervention teams

Current prereferral intervention team (PIT) regulations, prevalence, membership, goals, and intervention information from two national telephone surveys are reported. There was no clear school-based consensus on PIT goals. PITs most commonly recommended additional services, testing, or easy classroom interventions and seldom recommended substantive instructional modifications.

Truscott, S. D., Cohen, C. E., Sams, D. P., Sanborn, K. J., & Frank, A. J. (2005). The current state (s) of prereferral intervention teams: A report from two national surveys. Remedial and special Education26(3), 130-140.

Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.

Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions. Journal of Positive Behavior Interventions23(1), 53-64.

No items found.

Back to Top