Strategies for attracting and retaining educators: What does the evidence say?
A highly competent teacher workforce is a necessary foundation for improving children’s educational outcomes, especially for those who rely most on schools for their success. Yet in the United States, shortages in the teaching force have been growing across the country, reaching crisis proportions i...
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Arizona State University
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doaj-36a7324b56f046388f3fdab6ad9c34f32020-11-25T02:59:17ZengArizona State UniversityEducation Policy Analysis Archives1068-23412019-04-0127010.14507/epaa.27.37221901Strategies for attracting and retaining educators: What does the evidence say?Anne Podolsky0Tara Kini1Linda Darling-Hammond2Joseph Bishop3Learning Policy InstituteLearning Policy InstituteLearning Policy InstituteCenter for the Transformation of Schools, University of California Los AngelesA highly competent teacher workforce is a necessary foundation for improving children’s educational outcomes, especially for those who rely most on schools for their success. Yet in the United States, shortages in the teaching force have been growing across the country, reaching crisis proportions in some teaching fields— such as mathematics, science, and special education—and in locations where wages and working conditions are least attractive. We analyzed recent research and representative survey data to identify the drivers of teacher recruitment and retention. We also reviewed the policy literature to identify district, state, and federal policy strategies that have been effective at addressing the factors influencing teachers’ professional decisions. These policies include increasing their compensation and improving their preparation, professional support, and working conditions, as well as improving district and school management practices that otherwise create obstacles to recruitment and retention.https://epaa.asu.edu/ojs/article/view/3722teacher qualityrecruitmentretentionteacher development |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Anne Podolsky Tara Kini Linda Darling-Hammond Joseph Bishop |
spellingShingle |
Anne Podolsky Tara Kini Linda Darling-Hammond Joseph Bishop Strategies for attracting and retaining educators: What does the evidence say? Education Policy Analysis Archives teacher quality recruitment retention teacher development |
author_facet |
Anne Podolsky Tara Kini Linda Darling-Hammond Joseph Bishop |
author_sort |
Anne Podolsky |
title |
Strategies for attracting and retaining educators: What does the evidence say? |
title_short |
Strategies for attracting and retaining educators: What does the evidence say? |
title_full |
Strategies for attracting and retaining educators: What does the evidence say? |
title_fullStr |
Strategies for attracting and retaining educators: What does the evidence say? |
title_full_unstemmed |
Strategies for attracting and retaining educators: What does the evidence say? |
title_sort |
strategies for attracting and retaining educators: what does the evidence say? |
publisher |
Arizona State University |
series |
Education Policy Analysis Archives |
issn |
1068-2341 |
publishDate |
2019-04-01 |
description |
A highly competent teacher workforce is a necessary foundation for improving children’s educational outcomes, especially for those who rely most on schools for their success. Yet in the United States, shortages in the teaching force have been growing across the country, reaching crisis proportions in some teaching fields— such as mathematics, science, and special education—and in locations where wages and working conditions are least attractive. We analyzed recent research and representative survey data to identify the drivers of teacher recruitment and retention. We also reviewed the policy literature to identify district, state, and federal policy strategies that have been effective at addressing the factors influencing teachers’ professional decisions. These policies include increasing their compensation and improving their preparation, professional support, and working conditions, as well as improving district and school management practices that otherwise create obstacles to recruitment and retention. |
topic |
teacher quality recruitment retention teacher development |
url |
https://epaa.asu.edu/ojs/article/view/3722 |
work_keys_str_mv |
AT annepodolsky strategiesforattractingandretainingeducatorswhatdoestheevidencesay AT tarakini strategiesforattractingandretainingeducatorswhatdoestheevidencesay AT lindadarlinghammond strategiesforattractingandretainingeducatorswhatdoestheevidencesay AT josephbishop strategiesforattractingandretainingeducatorswhatdoestheevidencesay |
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