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Richard M. Ingersoll - One of the best experts on this subject based on the ideXlab platform.
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recruitment employment retention and the minority Teacher Shortage
Education Policy Analysis Archives, 2019Co-Authors: Richard M. Ingersoll, Henry May, Gregory CollinsAbstract: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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The Minority Teacher Shortage: Fact or Fable?.
Phi Delta Kappan, 2011Co-Authors: Richard M. Ingersoll, Henry MayAbstract:For several decades, Shortages of minority Teachers have been a big issue for the nation's schools. Policy makers and recent presidents have agreed that our elementary and secondary teaching force "should look like America." But the conventional wisdom is that as the nation's population and students have grown more diverse, the teaching force has done the opposite--grown more white and less diverse. The result, we are told, is that minority students in the nation's schools increasingly lack minority adult role models, contact with Teachers who understand their racial and cultural background, and often qualified Teachers of any background, because white Teachers eschew schools with large percentages of minorities. The minority Teacher Shortage in turn, we are told, is a major reason for the minority achievement gap and, ultimately, unequal occupational and life outcomes for disadvantaged students. In short, the minority Teacher Shortage is a civil rights issue. The main source of this Shortage, conventional wisdom holds, is a problem with the Teacher supply pipeline. Too few minority students enter and complete college, and those who do have an increasing number of career and employment options aside from teaching. Moreover, when minority candidates do seek to enter teaching, this view holds, they encounter barriers--in particular, teaching entry tests, on which minority candidates have lower pass rates. The result is the minority Teacher Shortage. The prescription, understandably enough, has been to try to recruit more minority candidates into teaching. In recent decades, numerous government and nongovernment organizations have tried a variety of minority Teacher recruitment programs and initiatives, including future educator programs in high schools, partnerships between community colleges and four-year Teacher education programs, career ladders for paraprofessionals in schools, and alternative Teacher certification programs. Support for these efforts has been substantial. For instance, beginning in the late 1980s, the Ford Foundation, along with the DeWitt Wallace Readers' Digest Fund, committed over $60 million to minority Teacher recruitment and preparation programs. Many of these initiatives have been designed to bring minority Teachers into schools serving predominantly minority student populations, often in low-income, urban school districts. Some of these initiatives have been designed specifically to recruit male minority Teachers, who are often considered to be in the shortest supply. Today, over half the states have some sort of minority Teacher recruitment policies or programs in place. Have these efforts been successful? Has the teaching force grown more diverse? And, if not, why not? A couple of years ago, with support from the Flora Family Foundation, we set out to answer these questions. We analyzed two decades worth of data from the late 1980s to 2009 from a large U.S. Department of Education national survey of Teachers and administrators. We didn't focus on the contentious question of whether minority Teachers are better at teaching minority students. Rather, our objective was to use the best national data available to ground the debate over the extent of Shortages. We asked: * Have the numbers of minority Teachers been going up or down? What changes have there been, if any, in the numbers of minority students and numbers of minority Teachers in the school system, and how does this compare with white students and Teachers? * Where are minority Teachers employed? Are minority Teachers more likely than white Teachers to be employed in schools serving high-poverty, urban, and high-minority student populations? * How does minority Teacher retention compare to that of white Teachers, and has it been going up or down? We were surprised by what we found. From the viewpoint of the minority Teacher Shortage and of the efforts to address it, there is both good news and bad news. …
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recruitment retention and the minority Teacher Shortage
2011Co-Authors: Richard M. Ingersoll, Henry MayAbstract:This study examines and compares the recruitment and retention of minority and White elementary and secondary Teachers and attempts to empirically ground the debate over minority Teacher Shortages. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey and its longitudinal supplement, the Teacher Follow-up Survey. Our data analyses show that a gap continues to persist between the percentage of minority students and the percentage of minority Teachers in the U.S. school system. But this gap is not due to a failure to recruit new minority Teachers. Over the past two decades, the number of minority Teachers has 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 hard-to-staff and disadvantaged schools have been very successful. This increase in the proportion of Teachers who are minority is remarkable because the data also show that over the past two decades, turnover rates among minority Teachers have been significantly higher than among White Teachers. Moreover, though schools’ demographic characteristics appear to be highly important to minority Teachers’ initial employment decisions, this does not appear to be the case for their later decisions to stay or depart. Neither a school’s poverty-level student enrollment, a school’s minority student enrollment, a school’s proportion of minority Teachers, nor whether the school was in an urban or suburban community was consistently or significantly related to the likelihood that minority Teachers would stay or depart, after controlling for other background factors. In contrast, organizational conditions in schools were strongly related to minority Teacher departures. Indeed, once organizational conditions are held constant, there was no significant difference in the rates of minority and White Teacher turnover. The schools in which minority Teachers have disproportionately been employed have had, on average, less positive organizational conditions than the schools where White Teachers are more likely to work, resulting in disproportionate losses of minority Teachers. The organizational conditions most strongly related to minority Teacher turnover were the level of collective faculty decision-making influence and the degree of individual classroom autonomy held by Teachers; these factors were more significant than were salary, professional development or classroom resources. Schools allowing more autonomy for Teachers in regard to classroom issues and schools with higher levels of faculty input into school-wide decisions had far lower levels of turnover. Disciplines Education Comments Suggested Citation: Ingersoll, R.M. and May, H. (2011). Recruitment, Retention and the Minority Teacher Shortage. Consortium for Policy Research in Education. CPRE Research Report #RR-69. This other is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/226 The Consortium for Policy Research in Education includes: University of Pennsylvania Teachers College Columbia University Harvard University Stanford University University of Michigan University of Wisconsin-Madison Northwestern University Recruitment, Retention and the Minority Teacher Shortage
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The Mathematics and Science Teacher Shortage: Fact and Myth
2009Co-Authors: Richard M. Ingersoll, David PerdaAbstract:Contemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified Teachers, especially in fields such as mathematics and science. Shortages of Teachers, it is commonly believed, are at the root of these staffing problems, and these shortfalls are, in turn, primarily due to recent increases in Teacher retirements and student enrollments. The objective of this study is to empirically reexamine the issue of mathematics and science Teacher Shortages and to evaluate the extent to which there is a supply-side deficit—a Shortage—of new Teachers in these particular fields. The data utilized in this investigation are from three sources—the Schools and Staffing Survey and its supplement, the Teacher Follow-Up Survey; the Integrated Postsecondary Educational Data System; and the Baccalaureate and Beyond Survey, all conducted by the National Center for Education Statistics. The data show that there are indeed widespread school staffing problems—that is, many schools experience difficulties filling their classrooms with qualified candidates, especially in the fields of math and science. But, contrary to conventional wisdom, the data also show that these school staffing problems are not solely, or even primarily, due to Shortages in the sense that too few new mathematics and science Teachers are produced each year. The data document that the new supply of mathematics and science Teachers is more than sufficient to cover the losses of Teachers due to retirement. For instance, in 2000 there were over two and half Teachers in the new supply of math Teachers for every one math Teacher who retired that year. However, when preretirement Teacher turnover is factored in, there is a much tighter balance between the new supply of mathematics and science Teachers and losses. The data also shows that turnover varies greatly between different types of schools and these differences are tied to the characteristics and conditions of those schools. While it is true that Teacher retirements are increasing, the overall volume of turnover accounted for by retirement is relatively minor when compared with that resulting from other causes, such as Teacher job dissatisfaction and Teachers seeking to pursue better jobs or other careers. Disciplines Educational Administration and Supervision | Science and Mathematics Education | Teacher Education and Professional Development Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/51 The Consortium for Policy Research in Education includes: University of Pennsylvania Teachers College Columbia University Harvard University Stanford University University of Michigan University of Wisconsin-Madison Northwestern University The Mathematics and Science Teacher Shortage: Fact and Myth
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Is There Really a Teacher Shortage
2003Co-Authors: Richard M. IngersollAbstract:Contemporary educational thought holds that one of the pivotal causes of inadequate school performance is the inability of schools to adequately staff classrooms with qualified Teachers. It is widely believed that schools are plagued by Shortages of Teachers, primarily due to recent increases in Teacher retirements and student enrollments. 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. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Follow-up Survey conducted by the National Center for Education Statistics. These data indicate that school staffing problems are not primarily due to Teacher Shortages, in the sense of an insufficient supply of qualified Teachers. Rather, the data indicate that school staffing problems are primarily due to a "revolving door" where large numbers of qualified Teachers depart their jobs for reasons other than retirement. The data show that the amount of turnover accounted for by retirement is relatively minor when compared to that associated with other factors, such as Teacher job dissatisfaction and Teachers pursuing other jobs. This report concludes that Teacher recruitment programs traditionally dominant in the policy realm will not solve the staffing problems of such schools if they do not also address the organizational sources of low Teacher retention. Comments Reprinted from A Research Report Co-sponsored by The Consortium for Policy Research in Education and The Center for the Study of Teaching and Policy, September 2003, 30 pages. This journal article is available at ScholarlyCommons: http://repository.upenn.edu/gse_pubs/133 Is There Really a Teacher Shortage?
Ruth Zuzovsky - One of the best experts on this subject based on the ideXlab platform.
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Quantitative and qualitative Teacher Shortage and the turnover phenomenon
International Journal of Educational Research, 2016Co-Authors: Smadar Donitsa-schmidt, Ruth ZuzovskyAbstract:Abstract The study measures the quantitative and qualitative Teacher Shortage in Israel by examining the size of the turnover phenomena, and by investigating the actions taken by school principals when coping with Teacher Shortage. The study is based on a national survey involving the school principals of all elementary and secondary schools in Israel. Participation rates were 80% of the total number of school principals (N = 2224). Results show a large turnover, mostly of Teachers moving between schools, an insufficient supply of certified Teachers of core subjects and a widespread practice of out-of-field teaching. The findings redirect the problem of quantitative Teacher Shortage toward the problem of a hidden Shortage that bears directly on the quality of the teaching force.
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Teacher Supply and Demand: The School Level Perspective
American Journal of Educational Research, 2014Co-Authors: Smadar Donitsa-schmidt, Ruth ZuzovskyAbstract:This study seeks to investigate the Teacher Shortage from the school perspective. It was guided by the assumption that activities occurring on the micro level, i.e., strategies implemented by school principals in order to cope with the Shortage, mask the situation. Following this assumption the study aimed to reveal these strategies and their impact on teaching and learning in schools. The research methodology included surveys of school principals and regional inspectors and examination over two years of job advertisements appearing on Teacher union internet sites. Findings reveal an ongoing search for Teachers throughout the school year and a balance between supply and demand toward the beginning of the school year. The most common strategies used by principals to cope with the demand are increasing teaching loads of existing Teachers, hiring under-qualified and uncertified Teachers, and employing temporary Teachers for long periods of time. These findings redirect the problem of a quantitative Teacher Shortage toward the problem of a hidden Shortage that relates to the quality of the teaching force.
Desiree Carver-thomas - One of the best experts on this subject based on the ideXlab platform.
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Understanding Teacher Shortages: an analysis of Teacher supply and demand in the United States
education policy analysis archives, 2019Co-Authors: Leib Sutcher, Linda Darling-hammond, Desiree Carver-thomasAbstract: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.
Melissa Anne Lesniak - One of the best experts on this subject based on the ideXlab platform.
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Attitudes towards string education among collegiate string faculty
Bulletin of the Council for Research in Music Education, 2005Co-Authors: Melissa Anne LesniakAbstract:The purpose of this study was to investigate the different attitudes towards string education held by string applied, string pedagogy, string education, and university symphony conducting faculty. A researcher-designed survey was created by informal interviews with public school string Teachers, pre-college studio Teachers, string performance students, string education students, string applied professors, string pedagogy professors, university conductors, and string education professors. Additional survey items were created from the research literature. The survey was sent to 200 university professors randomly selected from music units that are members of the National Association of Schools of Music. The response rate was 47% (N= 94). While survey results suggest certain attitudes held by string faculty, results indicate that there are no statistically significant differences among string faculty towards string education. The data seems to suggest that string faculty, no matter their specialty, tend to agree in their views towards music education, music performance, Teacher preparation, and music school curriculum. Interviews were conducted in order to obtain more in depth insight into the attitudes of each string Teacher group, as well as to ascertain how differences can be alleviated in order to find solutions to the current string Teacher Shortage. A leader in the profession in each Teacher group was chosen for the interview process. Interviewees answered questions created after the survey data were analyzed. Possible solutions for the alleviation of the string Teacher Shortage were created from the information gathered in the interview process.
Yu Hai-b - One of the best experts on this subject based on the ideXlab platform.
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Teacher Shortage in Rural America and the Supply Strategies
Comparative Education Review, 2012Co-Authors: Yu Hai-bAbstract:Teachers in American rural school faced numerous problems,such as low wage,poor working conditions,high draining rate,imperfect training system and so on.The governments,related research institutions and scholars in America explored these problems and put forward a series of strategies to solve them.The strategies included increasing attraction through school self-improvement,training their own Teachers by schools or communities,relying on specific programs or projects and seeking policy support at community,collage and state level,applying varied and appropriate recruiting strategies and so on.These strategies provided some implications for rural Teachers supplement in China.
