State of the States: Building a Strong Teacher Workforce for Students with Disabilities and English Learners
Students with disabilities and English learners make up a growing share of public school enrollment, but chronic shortages and high attrition have created a cycle that leaves students underserved and teachers overwhelmed. If we want all students to succeed, we need to strengthen and support teachers serving these students.
Are teachers taking on second jobs—and is it causing burnout?
Researchers dug into the data to find out just how many teachers are taking on multiple jobs—and more importantly, what the impact is on the teachers and their students.
Who stays? Following teacher retention from the beginning
Back in 2007, the National Center for Education Statistics began collecting data for a study that would, for the first time, give us better data on new teacher mobility. This is a big deal because most studies lose sight of a teacher once she moves out of the study’s district or state—with the result that retention rates have been misreported for years.
Hash it out: Contradictory findings on teacher prep and persistence
Districts often ask NCTQ to identify the preparation programs that produce teachers who will stay in the classroom through thick and thin. So we eagerly dove into two recent articles, one by Richard Ingersoll and colleagues, the other by Matthew Ronfeldt and colleagues, that examine which aspects of teacher preparation predict persistence – and we emerged a little perplexed.
This month’s Trendline takes a close look at how districts in the NCTQ Teacher Contract Database are currently implementing key aspects of teacher tenure.
Recommendations for the Reauthorization of the Elementary and Secondary Education Act. Removing the Roadblocks: How Federal Policy Can Cultivate Effective Teachers
