Journal articles: 'Teacher shortages'

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Sutcher, Leib, Linda Darling-Hammond, and Desiree Carver-Thomas. "Understanding teacher shortages: An analysis of teacher supply and demand in the United States." education policy analysis archives 27 (April 8, 2019): 35. http://dx.doi.org/10.14507/epaa.27.3696.

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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, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.

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Damar, Ebru A. "Identifying Motivational Factors of Pre-service EFL Teachers." Academic Journal of Interdisciplinary Studies 7, no. 1 (March 1, 2018): 147–51. http://dx.doi.org/10.2478/ajis-2018-0015.

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Abstract For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.

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Cowan, James, Dan Goldhaber, Kyle Hayes, and Roddy Theobald. "Missing Elements in the Discussion of Teacher Shortages." Educational Researcher 45, no. 8 (November 2016): 460–62. http://dx.doi.org/10.3102/0013189x16679145.

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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. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

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McHenry-Sorber, Erin, and Matthew P. Campbell. "Teacher shortage as a local phenomenon: District leader sensemaking, responses, and implications for policy." education policy analysis archives 27 (July 29, 2019): 87. http://dx.doi.org/10.14507/epaa.27.4413.

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While the teacher shortage is a national crisis, the manifestations of the shortage are felt most acutely at the local district level. The diversity of these micro-contexts often leads to disparities in the ways local school systems are served by large-scale initiatives. District leaders provide an important lens for understanding the localized manifestation of teacher shortages. This research contributes to the existing macro-level literature on teacher shortages through investigation of the ways in which district leaders in West Virginia make sense of and respond to the teacher shortage. As part of a broader study, we share analyses of interviews with seven district leaders across five county school districts and highlight the ways in which leaders made sense of the phenomenon in paradoxical ways, both in terms of the most salient causes as well as the perceived locus of control in addressing the teacher shortage. Findings also highlight the way district leader sensemaking led to action, with responses differing based on relative affordances of metropolitan versus rural contexts. We conclude with implications for policy and research to further understand the local nature of teacher shortages and to address the problem, particularly in rural contexts underserved by current research and policy.

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Wilson, Andrew, and Richard Pearson. "The Problem of Teacher Shortages." Education Economics 1, no. 1 (January 1993): 69–75. http://dx.doi.org/10.1080/09645299300000009.

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Ng, Jennifer C. "Teacher Shortages in Urban Schools." Education and Urban Society 35, no. 4 (August 2003): 380–98. http://dx.doi.org/10.1177/0013124503255453.

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Ingersoll, Richard M. "Teacher Turnover and Teacher Shortages: An Organizational Analysis." American Educational Research Journal 38, no. 3 (January 2001): 499–534. http://dx.doi.org/10.3102/00028312038003499.

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Berry, Barnett, and Patrick M. Shields. "Solving the teacher shortage." Phi Delta Kappan 98, no. 8 (May 2017): 8–18. http://dx.doi.org/10.1177/0031721717708289.

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Two decades ago, at a time when much of the country faced looming teacher shortages, a number of states invested in comprehensive strategies for strengthening the teaching profession. For example, and drawing upon recommendations from the National Commission on Teaching & America’s Future, both California and North Carolina built statewide teacher recruitment centers, launched new mentoring and induction programs for beginning teachers, and created incentives for veteran teachers to seek national board certification. However, while such efforts were successful, they were gradually dismantled, mainly for political reasons — and it will take effective political advocacy to reinstate them.

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Darling-Hammond, Linda, and Anne Podolsky. "Breaking the cycle of teacher shortages: What kind of policies can make a difference?" education policy analysis archives 27 (April 8, 2019): 34. http://dx.doi.org/10.14507/epaa.27.4633.

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Teacher shortages have recurred in the United States over many decades. This article introduces a special issue of EPAA that seeks to better understand the factors that contribute to the insufficient supply and inequitable distribution of qualified teachers, as well as the recurrences of teacher shortages. Together, the six articles in this issue help provide an empirical understanding of the current state of the supply, demand, and distribution of America’s public school teachers. This lead article provides an overview of the current status of teaching in the U.S. and outlines the volume’s findings about the key contributors to teacher supply, demand, and shortages of qualified teachers; the subject areas and locations in need of teachers; the determinants of high turnover for particular types of teachers; promising policies to recruit and keep teachers; and states’ attention to these policies. We hope the findings from this volume enable a better understanding of the obstacles and solutions to providing all students with high-quality teachers.

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Stephen, Heather. "Nurse teacher shortages threaten training quality." Nursing Standard 13, no. 7 (November 4, 1998): 7. http://dx.doi.org/10.7748/ns.13.7.7.s10.

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Falch, Torberg, Kåre Johansen, and Bjarne Strøm. "Teacher shortages and the business cycle." Labour Economics 16, no. 6 (December 2009): 648–58. http://dx.doi.org/10.1016/j.labeco.2009.08.010.

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Boe, Erling E., Lynne H. Cook, and Robert J. Sunderland. "Teacher Turnover: Examining Exit Attrition, Teaching Area Transfer, and School Migration." Exceptional Children 75, no. 1 (October 2008): 7–31. http://dx.doi.org/10.1177/001440290807500101.

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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. Attrition and teaching area transfer rates were comparable in special and general education and increased substantially from 1991–1992 to 2000–2001. School migration was stable over years, but higher in special than general education. Although annual turnover was high and increased to 1 in 4 teachers (25.6%) by 2000–2001, teacher attrition was lower than in other occupations. Evidence suggests that retention is unlikely to increase without dramatic improvements in the organization, management, and funding of public schools. Until then, an increased supply of qualified teachers is needed to reduce teacher shortages.

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More, Cori M., and Wendy J. Rodgers. "Promoting Change within Special Education Teacher Preparation Program: A Collision of Needs." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 104–19. http://dx.doi.org/10.46303/jcve.03.01.7.

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The United States is experiencing a systemic teacher shortage (Sutcher et al., 2016). This trend is not new to the field of special education, which has been experiencing teacher shortages for decades (Boe, 2006; McLeskey & Billingsley, 2008; U.S. Department of Education, 2020). To address these critical shortages of teachers in the field, states have created Alternative Routes to Licensure (ARL) options, which are commonly seen as non-traditional approaches to gaining teaching credentials. Although the disruptive practice of ARL is already in place, the evidence to support its effectiveness is not. This paper explores the experiences of junior faculty members working as agents of change by disrupting one special education department’s ARL program. Emphasis is given to the system supports in place to change the ARL and existing systemic barriers to these changes at the department, college and university levels. Additionally, structures which aided or hindered completing programmatic work from the perspective of the untenured faculty members are also discussed.

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Shaw, Melanie. "The Impact of Alternative Teacher Certification Programs on Teacher Shortages." International Journal of Learning: Annual Review 15, no. 3 (2008): 89–98. http://dx.doi.org/10.18848/1447-9494/cgp/v15i03/45665.

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Brownell, Mary T., Anne M. Bishop, and Paul T. Sindelar. "NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools." Rural Special Education Quarterly 24, no. 1 (March 2005): 9–15. http://dx.doi.org/10.1177/875687050502400103.

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Teacher shortages in special education have been a source of longstanding concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers. No Child Left Behind and its definition of highly qualified teacher present new challenges to rural district administrators attempting to secure adequate numbers of special education teachers. In this paper, we outline the challenges rural administrators face in reducing special education teacher shortages, present strategies being used nationally and regionally to reduce strategies, and critique those strategies. We conclude our paper by advocating for a more comprehensive approach to solving teacher supply and demand problems, one that is driven by personnel data.

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Brownell, Mary T., Anne M. Bishop, and Paul T. Sindelar. "Republication of “NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools”." Rural Special Education Quarterly 37, no. 1 (February 1, 2018): 4–11. http://dx.doi.org/10.1177/8756870517749604.

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Teacher shortages in special education have been a source of long-standing concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers. No Child Left Behind and its definition of highly qualified teachers present new challenges to rural district administrators attempting to secure adequate numbers of special education teachers. In this article, we outline the challenges rural administrators face in reducing special education teacher shortages, present strategies being used nationally and regionally to reduce strategies, and critique those strategies. We conclude our article by advocating for a more comprehensive approach to solving teacher supply and demand problems, one that is driven by personnel data.

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Han, Jinghe. "Teacher Shortages, Bilingual Teachers and the Mobility of Transnational Knowledge Workers." Critical Studies in Education 45, no. 2 (November 1, 2004): 99–114. http://dx.doi.org/10.1080/17508487.2004.9525897.

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Han, Jinghe. "Teacher shortages, bilingual teachers and the mobility of transnational knowledge workers." Melbourne Studies in Education 45, no. 2 (November 2004): 99–114. http://dx.doi.org/10.1080/17508487.2004.9558618.

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Grimmett, Peter P., and Frank H. Echols. "Teacher and Administrator Shortages in Changing Times." Canadian Journal of Education / Revue canadienne de l'éducation 25, no. 4 (2000): 328. http://dx.doi.org/10.2307/1585854.

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20

Morris, Estelle. "Morris will make teacher shortages a priority." Five to Seven 1, no. 6 (October 2001): 6–7. http://dx.doi.org/10.12968/ftse.2001.1.6.16847.

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21

Bullock, K. M., and W. A. H. Scott. "Teacher Shortages in Mathematics, Physics and Technology." Educational Review 44, no. 2 (January 1992): 167–79. http://dx.doi.org/10.1080/0013191920440205.

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Smithers, Alan. "Teacher shortages and the supply of physicists." Physics World 4, no. 4 (April 1991): 26–31. http://dx.doi.org/10.1088/2058-7058/4/4/22.

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23

Woo, Louis K. "The Shortage of Mathematics and Science Teachers: Lessons From Higher Education." Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 383–93. http://dx.doi.org/10.3102/01623737007004383.

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In higher education, shortages of faculty members in engineering and business schools are considered extremely serious. Similar conditions of shortage exist in elementary and secondary schools in the mathematics and science teacher market. This paper examines what strategies are employed by the higher education institutions and whether these strategies can provide some options for elementary-secondary schools. What we have found is that the basic parallel between elementary-secondary schools and higher education should not be overdrawn. More nonsalary options are available to address the market shortages at the university level than at the elementary-secondary level. Accordingly, the situation of elementary and secondary schools is considerably worse. Even so, it is interesting to see the degree to which all the adjustments at the university level still leave shortages that must be remedied through salary differentials and other benefits. Therefore, it is difficult to see how elementary and secondary schools, with fewer nonsalary options, can effectively deal with the shortage conditions without wage and benefit adjustments.

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Goldhaber, Dan, Cyrus Grout, and Kristian L. Holden. "Why make it hard for teachers to cross state borders?" Phi Delta Kappan 98, no. 5 (January 23, 2017): 55–60. http://dx.doi.org/10.1177/0031721717690367.

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Barriers to mobility, particularly those imposed by state-level licensure procedures have received growing attention in the media and in reform discussions. Much of this attention is driven by shortages of teachers in some regions and subject areas and the fact that barriers to mobility make it more difficult for states to address such shortages by drawing on whatever surplus of labor may exist out of state. But there are reasons to expect that lowering barriers to mobility would be beneficial to the teacher labor market even in the absence of shortages. To the extent that teachers value locational flexibility, lowering barriers to mobility could make the teaching profession more desirable to prospective entrants and reduce attrition among experienced teachers who may opt out of the profession following a move to a new state. The authors describe how licensure procedures and pension systems impose costs on teachers who cross state borders, discuss the evidence on whether teachers are responding to these disincentives to mobility, and consider possible reforms that would lower barriers to teacher mobility.

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Bourdon, Jean, Markus FrÃ¶lich, and Katharina Michaelowa. "Teacher shortages, teacher contracts and their effect on education in Africa." Journal of the Royal Statistical Society: Series A (Statistics in Society) 173, no. 1 (January 2010): 93–116. http://dx.doi.org/10.1111/j.1467-985x.2009.00601.x.

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Posamentier, Alfred S., and Joyce R. Coppin. "Sound Off!: How the Nation's Largest City Is Managing One of Its Severest Math Teacher Shortages." Mathematics Teacher 98, no. 9 (May 2005): 582–84. http://dx.doi.org/10.5951/mt.98.9.0582.

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Imagine the daunting task of having to hire about a thousand math teachers before the start of the school year—and during one of our nation's worst math teacher shortages in memory. That task is precisely what the New York City Department of Education had to do before the start of school in September 2003, and the situation was about the same for the school year beginning in September 2004. The result has left the school system with a relatively inexperienced math teacher force. Current estimates show that more than 50 percent of the certified math teachers in New York City have less than four years of teaching experience. So what has the school system done to meet this seemingly unending situation? What will be done to continue to curb this shortage? And what ought to be considered for the future?

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Morse, Tammy C., and Bahaudin G. Mujtaba. "The Challenge Of Recruiting And Retaining Teachers In The United States: Is This A Compensation Or Demand Issue?" Contemporary Issues in Education Research (CIER) 1, no. 3 (January 11, 2011): 1. http://dx.doi.org/10.19030/cier.v1i3.1189.

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School districts and educational leaders as well as administrators across the nation believe they are facing teacher shortages. There is a widely-held belief that they are facing a critical shortage of teachers, primarily due to recent increases in teacher retirements and student enrollments. However, others believe that this is a superficial conclusion drawn from growing student enrollments, smaller class sizes, and retirements. The assumption incorrectly surmised is that there is not enough supply, in this case, of new teachers entering the profession, to meet demand. Studies looking at both supply and demand for new teachers entering the profession have found that the demand for teachers has indeed grown over the last decade. However, many researchers contend that there is an ample supply of teachers to not only meet, but exceed the demand. This paper explores the two sides of this topic and provides recommendations for administrators and educational leaders.

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Oyen, Kari, and Amy Schweinle. "Addressing Teacher Shortages in Rural America: What Factors Help New Teachers Apply to Teach in Rural Settings?" Rural Educator 41, no. 3 (January 18, 2021): 12–25. http://dx.doi.org/10.35608/ruraled.v41i3.923.

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Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates’ background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas.

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Jameson, J. Matt, and John Mcdonnell. "Going the Distance to Train Teachers for Students with Severe Disabilities: The University of Utah Distance Teacher Education Program." Rural Special Education Quarterly 26, no. 2 (June 2007): 26–32. http://dx.doi.org/10.1177/875687050702600205.

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Research indicates that there is a significant and chronic shortage of highly-qualified special education teachers nationally. Although the shortages of highly-qualified teachers are pervasive across all disability categories they are particularly significant in the area of severe disabilities. This is especially true in rural and remote areas. The general conclusion of researchers is that the most effective way to address the chronic shortage of special education teachers in rural and remote communities is to identify, recruit, train, and support individuals from the local area. However, this necessitates the development and delivery of comprehensive distance education programs. This article describes the evolution of the distance education programs in the Department of Special Education at the University and the current program in place to help alleviate the critical special education teaching shortage in rural and remote areas.

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Smith, Bret P., James P. Mick, and Michael L. Alexander. "The Status of Strings and Orchestra Programs in U.S. Schools." String Research Journal 8, no. 1 (July 2018): 15–31. http://dx.doi.org/10.1177/1948499218769607.

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The purpose of this study was to monitor the status of school string and orchestra programs in the United States and to gather descriptive information in the areas of program characteristics, curriculum, support, and student/teacher demographics. A second purpose was to document trends observed when compared with results of previous studies. Based on the review of literature, specific variables were identified as potential for trends: string student enrollment, symphonic orchestra offerings, enhancement offerings, private lesson enrollment, string teacher shortages, and student/teacher demographic information. All members of the American String Teachers Association indicating K-12 string teaching as part of their duties were contacted to complete a web-based survey ( N = 2,232). After follow-up contact, 369 respondents participated (16.5%). Although teachers indicated growth in both number and size of programs, increased utilization of approved curricula, and representative racial demographics among students, analysis revealed the following concerns: a decline in the offering of symphonic orchestra and other enhancements, a decline in student participation in private instruction, unrepresentative gender and racial demographics of string teachers, and factors that indicate a continuing string teacher shortage.

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WHITE, PATRICK, and EMMA SMITH. "What Can PISA Tell Us About Teacher Shortages?" European Journal of Education 40, no. 1 (March 2005): 93–112. http://dx.doi.org/10.1111/j.1465-3435.2005.00212.x.

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Mason-Williams, Loretta, Elizabeth Bettini, David Peyton, Alexandria Harvey, Michael Rosenberg, and Paul T. Sindelar. "Rethinking Shortages in Special Education: Making Good on the Promise of an Equal Opportunity for Students With Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 43, no. 1 (December 17, 2019): 45–62. http://dx.doi.org/10.1177/0888406419880352.

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In this article, the authors describe the complexity of special education teacher (SET) shortage, how shortage undermines equal educational opportunity, and strategies that school districts and state and federal governments have used to combat them. The authors consider the economic consequences of shortage and describe how school budgets are burdened by turnover and, in some cases, litigation. The authors consider specific aspects of SET shortages, including the problems of staffing high-poverty urban and rural schools, recruiting and retaining teachers of color, and staffing alternative educational placements. The authors then consider more general factors related to shortage, including the valence of teaching as a profession, attrition, working conditions, and compensation. The authors describe how broad policy-based interventions, such as federal spending on personnel preparation and alternative route entrées to teaching, have largely failed to remedy SET shortage. Finally, the authors posit that SET shortage cannot be addressed successfully without improving working conditions and differentiating compensation for shortage area teachers and teachers working with struggling students. Although special education cannot achieve such sweeping change alone, the time seems ripe for moving forward on this important agenda.

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Novopashina, Larisa Aleksandrovna, Evgenya Gerbovna Grigorieva, Darya Vladimirovna Kuzina, and Julia Alexandrovna Cherkasova. "The capabilities of mathematical modeling tools for the system of assessing teacher shortages." Science for Education Today 10, no. 6 (December 30, 2020): 220–36. http://dx.doi.org/10.15293/2658-6762.2006.12.

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Introduction. The article provides an overview and examines the problem of reliability and validity of models and tools for assessing teacher shortages. The purpose of the article is to determine the capabilities of mathematical modeling tools for the system of assessing teacher shortages. Materials and Methods. The research is based on measuring students’ intentions to enter the teaching profession using mathematical modeling tools. The main methodological principle of the research is a systematic approach. Based on the data obtained from a survey of 1,797 undergraduate and postgraduate students at Krasnoyarsk State Pedagogical University named after V. P. Astafiev, the method of multiple regression analysis is used. Results. The main results are that the authors investigated the capabilities of using mathematical modeling tools to assess teacher shortages (multiple regression analysis). It was found that the decision of teacher education students to enter the teaching profession does not depend on their socio-demographic characteristics (gender, year of study, place of residence, field of study, etc.) and is directly related to the characteristics of students’ attitudes to the University, their chosen profession, and professional development. There is a direct dependence of plans to start a teaching career on the self-assessment of their choice of the university. The probability of choosing a teaching career is determined by the ideas of professional development and is directly related to ‘improving skills in the subject area’; ‘mastering meta-competencies: analyzing and reflecting on their activities, evaluating and presenting results, etc.’, ‘mastering new techniques’, ‘transferring knowledge and skills to others, sharing experience’. The authors identified the capacity of using multiple regression analysis for assessing teacher shortages. The authors found that in solving this type of problems, it is reasonable to use empirical mathematical models, which include multiple regression analysis. Conclusions. The article concludes that the mathematical model of multiple regression analysis is a tool for comprehensive assessment. The authors note that multiple regression analysis, as a method of mathematical modeling, allows evaluating the activity in the unity of all characteristics and can be used in the assessment of teacher shortages. The data obtained serve as basic indicators and are used to establish links and relationships between choosing a teacher education degree programme and the intention to pursue a teaching career. Keywords Assessment systems; Assessment tools; Mathematical modeling; Teachers shortages; Students' intentions

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Carver-Thomas, Desiree, and Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools." education policy analysis archives 27 (April 8, 2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.

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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.

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Sindelar, Paul T., Daisy J. Pua, Tiffany Fisher, David J. Peyton, Mary T. Brownell, and Loretta Mason-Williams. "The Demand for Special Education Teachers in Rural Schools Revisited: An Update on Progress." Rural Special Education Quarterly 37, no. 1 (February 1, 2018): 12–20. http://dx.doi.org/10.1177/8756870517749247.

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In this commentary, we revisit “NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools,” an article we published in this journal in 2005. We consider the predictions we made then about the impact of the Highly Qualified Teacher mandate on special education teacher (SET) shortages in rural states and regions, acknowledging that we overlooked the diversity of rural areas and their differentiated needs in our original article. We then update strategies and programs for preparing, recruiting, and retaining SETs in rural schools and discuss the implications of the Every Student Succeeds Act, which has replaced the No Child Left Behind Act, for special education in rural areas. We note with optimism the resilience that rural areas have exhibited in the face of teacher shortages and see hope in recent technology applications and other context-based strategies.

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Sims, Sam, and Rebecca Allen. "Identifying Schools With High Usage and High Loss of Newly Qualified Teachers." National Institute Economic Review 243 (February 2018): R27—R36. http://dx.doi.org/10.1177/002795011824300112.

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In England, teacher shortages have worsened in recent years and one contributor is the declining rates of retention among newly qualified teachers (NQTs). We employ a method developed in the health-statistics literature to identify schools that both recruit an unusually high level of NQTs and lose an unusually high level of NQTs from the profession. We show that this small group of schools, which are likely characterised by poor working conditions, are responsible for a disproportionately large amount of attrition from the teaching profession. This has a material effect on overall teacher shortages and comes at a high cost to taxpayers. Policy solutions, including improving the flow of information to NQTs to help them avoid such schools, are discussed

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Levin, Henry M. "Solving the Shortage of Mathematics and Science Teachers." Educational Evaluation and Policy Analysis 7, no. 4 (December 1985): 371–82. http://dx.doi.org/10.3102/01623737007004371.

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Present shortages of mathematics and science teachers in secondary schools are not a new phenomenon. Such shortages have been present for at least 40 years, with only the magnitude of the shortages fluctuating. Nor is the cause of the shortages a new phenomenon. Just as school salary policy, with its reliance on the single salary schedule, has not provided competitive salaries for mathematics and science specialists in the past, it continues to create a shortfall in the number of qualified mathematics and science personnel willing to take teacher training and offer their services to schools. It is only by providing special increments to attract mathematics and science specialists that a long-term solution can be effected. Schools can accommodate such a change in policy through careful and systematic planning. Both the state and federal governments have roles to play in assisting schools to formulate salary policies that will attract adequate numbers of qualified teachers for all openings.

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Darling-Hammond, Linda, and Gary Sykes. "Wanted, A National Teacher Supply Policy for Education:The Right Way to Meet The "Highly Qualified Teacher" Challenge." education policy analysis archives 11 (September 17, 2003): 33. http://dx.doi.org/10.14507/epaa.v11n33.2003.

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Teacher quality is now the focus of unprecedented policy analysis. To achieve its goals, the No Child Left Behind Act (NCLB) requires a “highly qualified teacher” in all classrooms. The concern with teacher quality has been driven by a growing recognition, fueled by accumulating research evidence, of how critical teachers are to student learning. To acquire and retain high-quality teachers in our Nation’s classrooms will require substantial policy change at many levels. There exists longstanding precedent and strong justification for Washington to create a major education manpower program. Qualified teachers are a critical national resource that requires federal investment and cross-state coordination as well as other state and local action. NCLB provides a standard for equitable access to teacher quality that is both reasonable and feasible. Achieving this goal will require a new vision of the teacher labor market and the framing of a national teacher supply policy. States and local districts have vital roles to play in ensuring a supply of highly qualified teachers; however, they must be supported by appropriate national programs. These programs should be modeled on U.S. medical manpower efforts, which have long supplied doctors to high- need communities and eased shortages in specific health fields. We argue that teacher supply policy should attract well-prepared teachers to districts that sorely need them while relieving shortages in fields like special education, math and the physical sciences. We study the mal-distribution of teachers and examine its causes. We describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. Unfortunately, highly successful state and local program to meet the demand for qualified teachers are the exception rather than the rule. They stand out amid widespread use of under-prepared teachers and untrained aides, mainly for disadvantaged children in schools that suffer from poor working conditions, inadequate pay and high teacher turnover. The federal government has a critical role to play in enhancing the supply of qualified teachers targeted to high-need fields and locations, improving retention of qualified teachers, especially in hard-to-staff schools, and in creating a national labor market by removing interstate barriers to mobility.

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Brewer, T. Jameson, Kerry Kretchmar, Beth Sondel, Sarah Ishmael, and Megan Manfra. "Teach For America’s preferential treatment: School district contracts, hiring decisions, and employment practices." education policy analysis archives 24 (February 7, 2016): 15. http://dx.doi.org/10.14507/epaa.24.1923.

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Teach For America (TFA) began in 1990 as an organization purportedly interested in working towards ameliorating a national teacher shortage by sending its corps members into urban and rural schools. In the decades that followed, especially during and immediately following a nationwide onslaught of teacher layoffs instigated by the 2008 Great Recession, teaching shortages no longer exist in many of the districts TFA continues to place corps members. In response to growing criticism, TFA has altered its public rhetoric, suggesting now that their “corps members” are better than traditionally trained teachers – including veteran teachers – and are hired only through equal hiring processes rather than being afforded preferential treatment. We analyze Memorandum of Understandings (MOUs) between TFA and regional school districts, TFA’s official literature, and public discourse to address the degree to which TFA is privileged in hiring practices. We provide evidence that school districts are contractually obligated to reserve and protect positions exclusively for corps members, jobs held by corps members are not a result of equal and open competition, corps member positions are specifically not limited to “so-called shortage areas,” and TFA’s partnership with charter schools and alumni of the organization have skewed hiring practices in favor of TFA over non-TFA teachers.

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Ingersoll, Richard, Henry May, and Gregory Collins. "Recruitment, employment, retention and the minority teacher shortage." education policy analysis archives 27 (April 8, 2019): 37. http://dx.doi.org/10.14507/epaa.27.3714.

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This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.

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Murphy, Patrick, Michael DeArmond, and Kacey Guin. "A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage." education policy analysis archives 11 (July 31, 2003): 23. http://dx.doi.org/10.14507/epaa.v11n23.2003.

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Despite the considerable attention the popular press has devoted to the question of teacher shortages, there have been surprisingly few attempts to systematically measure the size and nature of the problem. This article attempts to estimate the size and nature of the celebrated teacher shortage of the late 1990s by using data from the U.S. Department of Education’s 1999-00 School and Staffing Survey. While limitations of the SASS data do not allow us to directly estimate the absolute size of the shortage, they do allow us investigate its relative impact. An examination of the data shows that the problem was distributed unevenly: urban schools and those with relatively high populations of minority and low-income students bore the brunt of the shortage; southern and western states had more problems filling teaching slots than other regions did. These findings suggest that state and local officials should keep distributional concerns in mind when they design policies to improve teacher recruitment and retention.

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Hollo, Alexandra, Kim K. Floyd, and Carla B. Brigandi. "Endorsement by Exam: Policy and Practice in Rural Special Education." Rural Special Education Quarterly 38, no. 3 (April 19, 2019): 177–84. http://dx.doi.org/10.1177/8756870519843500.

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National- and state-level education policies are evolving to address teacher shortages that are pervasive across the United States and are particularly problematic in rural special education. In this article, we describe a policy we call “endorsement by exam” in which teachers certified in one subject area can become certified in other areas by passing a content knowledge test. Although such add-on endorsements are not uncommon in some content areas (e.g., chemistry teachers adding certification in biology), some states have extended this practice to include special education certification. The purpose of this article is to explore what state agencies have adopted endorsement by exam for special education. Despite difficulties in obtaining reliable information, we determined approximately eight states have adopted some form of this policy. We discuss results in terms of rurality and conclude by explaining our position that endorsement by exam is a potentially harmful quick fix that may in fact exacerbate teacher shortages in the long term and thus is ill advised.

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van Geffen, Renske E., and Rob F. Poell. "Responding to teacher shortages: relationships among mobility experiences, attitudes, and intentions of Dutch teachers." Asia-Pacific Journal of Teacher Education 42, no. 3 (April 9, 2014): 275–90. http://dx.doi.org/10.1080/1359866x.2014.902424.

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West, Justin J., and Marta L. Frey-Clark. "Traditional Versus Alternative Pathways to Certification: Assessing Differences in Music Teacher Self-Efficacy." Journal of Music Teacher Education 28, no. 2 (August 6, 2018): 98–111. http://dx.doi.org/10.1177/1057083718788035.

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Teacher-credentialing policy debates often center on questions of whether traditional or alternative pathways to teacher certification better position future teachers for success. Given the growing number of teachers entering the profession via alternative pathways, we sought to compare the self-efficacy of alternatively and traditionally certified music teachers using a sample from Texas ( n = 143). Our findings indicated that traditionally and alternatively certified music teachers reported comparable levels of self-efficacy. We also found that, regardless of certification pathway, teachers with 10 or fewer years of experience reported lower self-efficacy than teachers with 11 or more years of experience. We conclude that alternative pathways to certification may offer a viable entry point into the profession and may be particularly advantageous in diversifying the teacher pool and addressing areas of music teacher shortages. We also offer recommendations for cultivating high self-efficacy in preservice teachers, irrespective of certification pathway, as well as avenues for future study of the alternative pathway.

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Demir, Kadir, Tugce Gul, and Charlene Czerniak. "Recruitment of Science and Mathematics Teachers: Review of Literature and Analysis of Findings From Three Years Efforts of A Recruitment." Journal of Research in STEM Education 5, no. 2 (December 31, 2019): 119–37. http://dx.doi.org/10.51355/jstem.2019.78.

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Across the US, many school districts are finding increasing difficulties to fill the ranks of their science and mathematics teaching staff with highly qualified teachers. To alleviate the problem, several national policies, such as the No Child Left Behind Act and the American Recovery and Reinvestment Act, have been enacted to improve the quality of education while reducing teacher shortages. Consequently, many agencies, such as the National Science Foundation, the U.S. Dept. of Education, and the U.S. Dept. of Energy, to name a few, have awarded large grants to universities and other organizations to implement math and science teacher recruitment programs and prepare them to deliver high quality instruction. These programs vary in terms of their target populations (high school students, undergraduates, graduates, or career changers), the type and frequency of the early teaching experience provided, the academic and financial support systems, and the public relations campaigns regarding the rewarding aspects of becoming a science or mathematics teacher. Given the urgency of the national math and science teacher shortage and the high cost of these programs, examining their impact is critical. In this paper, we present findings from three years efforts of a science and mathematics teachers recruitment program to start mapping the landscape of teacher recruitment. Our discussion and implications suggest that… program’s focus was on recruiting students at all career levels (direct from high school, transfer from community college, change of major, and career changers).

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Wronowski, Meredith L. "Filling the Void: A Grounded Theory Approach to Addressing Teacher Recruitment and Retention in Urban Schools." Education and Urban Society 50, no. 6 (June 14, 2017): 548–74. http://dx.doi.org/10.1177/0013124517713608.

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This research addresses the problem of teacher shortages in urban, high-needs schools. A grounded theory methodology was used to expand insights related to teacher recruitment and retention by collecting and analyzing qualitative (interview and observational) data from nine successful urban teachers. A two-part model of recruitment and retention emerged from this analysis. The model recommends that recruitment practices should be directed at locating individuals who have specific personality traits, the ability to practice cultural awareness and acceptance, and who build effective relationships with students. Organizational retention practices should be focused on increasing teacher empowerment within an organizational learning framework.

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Straker, Neil. "Mathematics teacher shortages in secondary schools: implications for mathematics departments." Research Papers in Education 2, no. 2 (June 1987): 126–52. http://dx.doi.org/10.1080/0267152870020204.

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Hansen, Janet S. "An Introduction to Teacher Retirement Benefits." Education Finance and Policy 5, no. 4 (October 2010): 402–37. http://dx.doi.org/10.1162/edfp_a_00012.

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Like most other state and local government employees, teachers participate primarily in defined benefit pension plans whose benefits are largely based on final average salaries and length of service. Such pensions have been replaced in many private sector firms by defined contribution pensions. A number of questions have arisen about the feasibility and desirability of continuing to rely on defined benefit pensions for teachers. This article provides a brief history of teacher pensions and an overview of teacher retirement benefits today, including differences in the legal and economic context for public and private sector pensions that are important considerations in plan design. It then introduces issues related to financial sustainability, teacher mobility, and teacher shortages. The article concludes with an overview of key differences between traditional defined benefit and defined contribution plans and raises the possibility of adopting a “hybrid” kind of plan that includes features from both kinds of traditional plans.

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Wasburn-Moses, Leah. "Rethinking Mentoring: Comparing Policy and Practice in Special and General Education." education policy analysis archives 18 (December 29, 2010): 32. http://dx.doi.org/10.14507/epaa.v18n32.2010.

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Although teacher mentoring is now mandated in most states, high quality research in mentoring remains scarce (Rockoff, 2008). There is a great need to understand how such policies are implemented (Smith, 2007), particularly in teaching areas with high shortages. The purpose of this study is to compare state and district mentoring policies with the mentoring experiences of practicing special and general education teachers. Survey data were collected from 232 teachers in one state and compared with policy information from the Teacher Rules, Roles, and Rights (TR3) database. Results indicated uneven implementation of policy, in that some stated policy was not adhered to consistently, and consistency in practices was seen in the absence of other policy. Further, special education teachers reported much less mentoring than general education teachers. A new model is proposed to encourage implementation of research-validated practices in teacher mentoring.

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Pazyura, Natalia. "Development of Teachers’ Alternative Certification in the USA." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 33–38. http://dx.doi.org/10.1515/rpp-2015-0062.

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Abstract The article reveals the prerequisites of appearance of alternative ways to train teachers in the USA at the end of the XX century as main mechanisms to increase qualitative and quantitative characteristics of teaching staff. The author concentrates the attention on the advantages and disadvantages of non-traditional ways to acquire teaching profession. The peculiarities of the development in different states of the country, main characteristics of the training with the help of alternative programs have been found as well as the target groups have been described. Such research is clearly needed, both by policymakers and by practitioners, to determine the appropriateness of alternative certification training models in training educators to deliver quality educational programming to students, as well as their effectiveness in addressing the critical teacher shortages by increasing the pool of available teachers and reducing the turnover and retention problems. Proponents of alternative certification have asserted that such models encourage talented people from other fields to enter teaching and increase the potential supply of teachers available to reduce shortages, and that traditional teacher education programs have little substance or value in training teachers while alternative models provide intensive training and supervision focused on critical skills needed for successful teaching.

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Journal articles on the topic 'Teacher shortages'

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