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|REL 2021094||Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State
The number and percentage of students of color are growing in Washington state, yet the teacher workforce remains largely White (non-Hispanic). This means that few students of color have teachers who share their race or ethnicity, which could have consequences for student achievement and wellbeing. To better understand the state’s shortage of teachers of color, this study investigated six steps in the teacher preparation and career pathway at which teacher candidates and teachers are likely to drop out or leave the profession: three teacher preparation tests, certification, employment, and retention. Among all teacher candidates who took at least one of these steps during 2010-19, Hispanic candidates and non-Hispanic candidates of color were less likely than White candidates to complete each step, took longer to complete each step, and were less likely to become a certificated educator in a Washington K-12 public school. The descriptive findings suggest that education policymakers consider revising policies and programs to increase the number of teachers of color. The state has already made changes, such as revising testing requirements for teacher candidates.
|REL 2021079||Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana
Louisiana's Believe and Prepare pilot program, supported by grants from the Louisiana Department of Education, aimed to prepare teacher candidates or in-service teachers through a residency with a mentor and a competency-based curriculum. To improve teacher preparation and teacher residencies, state and teacher education leaders in Louisiana sought to better understand the early career outcomes for participants in the pilot program. This study analyzed data for the three cohorts that participated in the program between 2014/15 and 2016/17. A majority (76 percent) of pilot participants were enrolled in a university-based teacher preparation program. The study examined certification, employment, and retention outcomes for a subset of pilot participants who were teacher candidates or early career teachers (together referred to as early career Believe and Prepare pilot participants). About 30 percent of early career Believe and Prepare pilot participants who attained a Level 1 professional certificate in 2015/16–2017/18 were certified in a high-need subject, as defined by the Louisiana Department of Education (middle grades math and science, secondary math and science, or special education), and 28 percent of participants who entered teaching in 2015/16–2018/19 taught in a high-need subject in their first year of teaching. Early career pilot program participants who completed a residency in a primary school were more likely than those who completed a residency in a nonprimary school to attain a Level 1 professional certificate. Participants who completed a residency in a charter school were less likely than those who completed a residency in a noncharter school to attain a Level 1 professional certificate. (Louisiana does not require Level 1 certifications for charter schools.) Of early career Believe and Prepare teachers who entered teaching in 2015/16–2017/18, 89 percent were retained in the state for a second year, 76 percent were retained in the same district, and 71 percent were retained in the same school. Among these teachers the within-state retention rate was lowest for teachers in high-need subjects, and the within-school retention rate was lowest for secondary and middle grades math and science teachers.
|WWC 2021004||Literacy Design Collaborative Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Literacy Design Collaborative, a professional development program that aims to support teachers' literacy instruction by providing access to high-quality literacy instructional materials for teachers of kindergarten through grade 12. Teachers implement Literacy Design Collaborative activities in core subject area classes like English language arts, social studies, or science by using 2- to 3-week instructional modules that supplement existing curricula. Teachers get help from Literacy Design Collaborative coaches and from their peers during collaborative planning time. Based on the research, the WWC found that implementing Literacy Design Collaborative has mixed effects on general literacy achievement and has no discernible effects on general social studies achievement.
|NCES 2021009||Digest of Education Statistics, 2019
The 55th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2017072REV2||Characteristics of Public Elementary and Secondary School Teachers in the United States: Results From the 2015–16 National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2015–16 National Teacher and Principal Survey Public School Teacher Data File.
|NCES 2020103||Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
|NCES 2020142REV||Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
|REL 2020029||Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island
Many states want to better understand the extent to which teachers move across schools or leave the state's public school system, as teacher turnover can have adverse effects on student achievement and local education budgets (Guin, 2004). Leaders at the Rhode Island Department of Education are specifically interested in understanding factors related to teacher mobility, retention, and attrition. This study examines these employment outcomes among 1,164 teachers in Rhode Island who completed a teacher preparation program in the state between 2012/13 and 2016/17, and went on to teach for at least one year in the state’s public school system by the 2017/18 academic year. Researchers compared teacher retention, mobility, and attrition rates across different types of preparation programs and used statistical models to examine relationships between the teacher preparation institution and the employment outcomes of interest. After three years, about one-third of beginning teachers were still teaching in their first school. Another third had changed schools, and a third were no longer teaching in Rhode Island public schools. These rates varied by teacher preparation area and field of certification. There was no relationship between the program in which a beginning teacher was prepared in Rhode Island and that teacher's mobility, retention, attrition, and out-of-field teaching status, except for teachers prepared in alternative programs, who were more likely than teachers prepared in other programs to stay in their school after one year and more likely to leave after three years. Stakeholders can use the information in this report to inform policies and supports for beginning teachers, especially those identified in fields with higher rates of attrition or prepared in alternative programs.
|NCES 2020321||2017-18 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2017-18 National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Private School Principal, Public School, Private School, Public School Teacher, and Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual, which includes a codebook for each file.
|NCES 2020009||Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2019132||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report (the first of two volumes) provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching. The second volume was released on March 23, 2020.
|REL 2019001||Teacher retention, mobility, and attrition in Colorado, Missouri, Nebraska, and South Dakota
This report describes rural and nonrural teacher movement within and out of public school systems in Colorado, Missouri, Nebraska, and South Dakota. All four states have high proportions of rural districts and schools. The authors used administrative data provided by state education agencies to examine the percentages of teachers who stayed in the same school, moved to a different school or district, or left a teaching position. Results suggest that the proportions of stayers, movers, and leavers in these states were similar to national statistics and varied substantially across districts within states.
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|NCES 2018138||Mobile Digest of Education Statistics. 2017
This publication is a mobile compilation of statistical information covering education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2017.
|NCES 2018120||An Evaluation of Data From the Teacher Compensation Survey: School Year 2007-08 through 2009-
This Research and Development report summarizes the results of the data collected through NCES’ Teacher Compensation Survey (TCS) for the 2007-08, 2008-09 and 2009-10 school years. It provides an overview of the survey methodology; comparisons of TCS data with other data sources; a discussion of the advantages and disadvantages of TCS data; and findings and descriptive statistics from the years of data collected.
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