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 Pub Number  Title  Date
REL 2021076 Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach?
Statewide teacher shortages in Michigan are impeding efforts to ensure all students equitable access to qualified teachers. To alleviate shortages, education leaders have considered recruiting certified teachers who are not currently teaching (both those who have never taught and those who left teaching). This study analyzed teacher certification and employment data and data from a survey of certified teachers who were not teaching in a Michigan public school in 2017/18 to gather information on the viability of this recruitment option. The report describes the characteristics of these nonteaching certified teachers, the three most important reasons why they are not teaching, and the three most important incentives that would motivate them to teach in a public school in the state. The study found that approximately 61,000 teachers certified in Michigan were not teaching in the state’s public schools in 2017/18. A survey of nonteaching certified teachers found that they most frequently selected wanting a higher salary as one of the three most important reasons why they were not teaching and that they most frequently selected an increase in salary as one of the three most important incentives that would motivate them to teach. Respondents also frequently selected financial incentives, such as allowing retirees to retain their retirement benefits, improving other benefits, and forgiving student loans, as one of their three most important incentives. Nonteaching certified teachers might consider becoming a public school teacher if it were easier and less costly to earn or renew a teaching certificate, if they could more easily obtain a full-time or part-time position, and if they were assured of school leadership support and smaller class sizes or a lighter student load.
WWC QRLT0312 Quick Review of "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood"
This study examined whether being taught by a teacher with a high "value-added" improves a student's long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district.
NCEE 20114026 National Assessment of IDEA Overview IDEA National Assessment Implementation Study Executive Summary and Report

The Individuals with Disabilities Education Act (IDEA), reauthorized in 2004, supports states in the provision of early intervention and special education and related services for 7 million children and youth with disabilities. In fiscal year 2010, federal funding for IDEA was $12.6 billion.

The congressionally mandated study provides a national picture of state agency implementation of early intervention programs for infants and toddlers (IDEA Part C) and both state and school district implementation of special education programs for preschool- and school-age children (IDEA Part B). The study is based on surveys of state agency directors and a nationally representative sample of district special education directors conducted in 2009. The key findings include:

  • State Part C agencies support the transition of toddlers with disabilities to Part B preschool-age special education programs, but Part C has not expanded to serve children until kindergarten. At age 3, toddlers receiving Part C services transition to Part B services (if eligible), typically involving a change in lead agency (in 46 states) and often a change in support staff, service settings, and services.
  • Most school districts (85 percent) do not use IDEA Part B funds to provide Coordinated Early Intervening Services (CEIS). IDEA 2004 permits, and in some cases requires, school districts to use some of their Part B funds to provide CEIS, services for students not yet identified as needing special education. These services are meant to address the overrepresentation of racial/ethnic minority students in special education.
  • Most school districts implement Response to Intervention (RtI), use RtI data when determining specific learning disability (SLD) eligibility, and support RtI with district general funds. RtI, a range of practices for monitoring student academic and behavioral progress and providing targeted interventions, was added to IDEA in 2004 as a way to inform the determination of SLD and implement CEIS.
NCEE 20114016 NCEE Evaluation Brief: Do Low-Income Students have Equal Access to the Highest-Performing Teachers?
Analyses using data from ten selected districts describes the prevalence of teachers ranked in the top 20 percent (highest-performing teachers). The overall patterns indicate that low-income students have unequal access, on average, to the districts’ highest-performing teachers at the middle school level but not at the elementary level. Within the ten districts studied, some have an under-representation of the highest-performing teachers in high-poverty elementary and middle schools. However, other districts have such under-representation only at the middle school level, and one district has a disproportionate share of the district’s highest-performing teachers in its high-poverty elementary schools.

These analyses were conducted as part of the implementation of an impact evaluation (Impact Evaluation Of Moving High-Performing Teachers to Low-Performing Schools) carried out by Mathematica Policy Research for the National Center for Education Evaluation and Regional Assistance within the Institute of Education Sciences. The analyses are in support of NCEE’s work to advance our understanding of teacher quality and strategies to improve it. The districts that are the subject of this evaluation brief include eight of the ten districts currently participating in the impact evaluation and two additional districts. The impact evaluation is looking at using monetary incentives to attract higher-performing teachers into low-achieving schools. For both this evaluation brief and the impact study, the highest-performing teachers in the tested grades and subjects within school districts are identified by conducting value-added analyses using student test scores. In the impact study, teachers are offered a series of bonus payments totaling up to $20,000 over two years for transferring into and remaining in targeted low-achieving schools within their district. A report from the first year of data collection from the impact evaluation is expected in 2012.
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