The state should inform district hiring needs with key teacher supply and demand data. The bar for this goal was raised in 2017.
Teacher Production Data: South Carolina published a Supply and Demand Report in fall 2016, which identified subject areas and geographic regions where there were shortages, as well as the number of new hires that were graduates of state programs. However, no connection is made between these data and district-level hiring statistics; consequently, this report provides an incomplete analysis of teacher production in South Carolina.
Program Acceptance Numbers: South Carolina provides data on teacher production in its shortage report. However, they are not broken down by programs. Further, these programs are not provided with guidelines surrounding the number of teacher candidates that should be accepted per subject area.
Report on the Fall 2016 Supply and Demand Survey https://www.cerra.org/uploads/1/7/6/8/17684955/2016_supply_demand_report.pdf
Explicitly connect supply and demand data to district hiring standards.
South Carolina is on the right track in reporting teacher production data. However, it should strengthen its data collection practices by explicitly connecting its data indicators to district hiring standards and using these data to inform policy decisions.
Provide clear guidance regarding program acceptance numbers.
Not only should South Carolina collect data on teacher production by programs, it should also provide programs with guidelines surrounding the number of teacher candidates that should be accepted per subject area. By establishing clear parameters for its approved programs that govern how many teachers in each major certification area should be produced, South Carolina will be on track to reduce the chronic surplus of teachers in some certification areas and increase the number of teachers in chronic shortage areas.
South Carolina indicated that its approved educator preparation programs (EPPs) must report completer data as part of the annual Title II reporting process, and that it submits data annually to Title II indicating the number of candidates completing each certification program by EPP.
1B: Teacher Shortages and Surpluses
It is an inefficient use of resources for individual districts to build their own data systems for tracking teachers. States need to take the lead and provide districts with state-level data that can be used not only for the purpose of measuring teacher effectiveness, but also to gauge the supply and demand of teachers in the state. Furthermore, multiple years of data are necessary to identify staffing trends.
Many preparation programs graduate people who are certified to teach but do not get jobs in the classroom. Often times, this is because these teachers pursue certifications in areas that already have a surplus of teachers (e.g., elementary education), while districts struggle to find applicants to hire in other areas (e.g., special education, science). Given this misalignment between the teachers that teacher preparation programs produce and the hiring needs of school districts, the state should step in to establish a cohesive data reporting system. By creating reports that publicly delineate the number of teachers produced by each teacher preparation program (and therefore by certification area), the state will be better able to identify instances where the production of teachers does not match districts' needs.
Furthermore, the state should consider whether teacher preparation programs are supplying districts with the teachers they need when approving or re-approving programs. Teacher preparation programs exist primarily to prepare teachers for public school positions (approximately 88 percent of teachers work in public schools). If teacher preparation programs produce far more teachers than the state needs in some certification areas and far too few in others, the programs are failing to meeting their state's demand. Moreover, student teaching placements (which tend to be near candidates' teacher prep programs) are highly predictive of where candidates will get their first teaching jobs, therefore also allowing states the ability to predict which open positions are likely to be filled. Given that the preparation program's function is to supply the nearby area (and more generally, the state) with public school teachers, it is incumbent upon the state to make sure the program fulfills that responsibility— particularly through the collection and application of data on teacher production numbers and district demand— and to intervene when necessary by capping the number of teachers in certain certification areas that a program can produce.