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Educator preparation, professional development, performance and evaluation
We develop a unifying conceptual framework for understanding and predicting teacher shortages at the state, region, district, and school levels. We then generate and test hypotheses about geographic, grade level, and subject variation in teacher shortages using data on teaching vacancies in Tennessee during the fall of 2019. We find that teacher staffing challenges are highly localized, causing shortages and surpluses to coexist. Aggregate descriptions of staffing challenges mask considerable variation between schools and subjects within districts. Schools with fewer local early-career teachers, smaller district salary increases, worse working conditions, and higher historical attrition rates have higher vacancy rates. Our findings illustrate why viewpoints about, and solutions to, shortages depend critically on whether one takes an aggregate or local perspective.
We examine the state of the U.S. K-12 teaching profession over the last half century by compiling nationally representative time-series data on four interrelated constructs: professional prestige, interest among students, preparation for entry, and job satisfaction. We find a consistent and dynamic pattern across every measure: a rapid decline in the 1970s, a swift rise in the 1980s, relative stability for two decades, and a sustained drop beginning around 2010. The current state of the teaching profession is at or near its lowest levels in 50 years. We identify and explore a range of factors that might explain these historical patterns including education funding, teacher pay, outside opportunities, unionism, barriers to entry, working conditions, accountability, autonomy, and school shootings.
An increasing share of new teachers enter the profession through alternative certification programs. While these programs increase teacher supply in areas facing critical shortages, they also increase instability in local teacher labor markets via high teacher turnover. A fundamental question is what effect these programs have on student achievement over the long run. To address this question, I study Teach For America (TFA) teachers working in New York City (NYC) between 2012 and 2019. This research brief reports on three key findings. First, I document five-year cumulative retention rates and find that, as expected, retention is lower for TFA teachers (25%) than for other NYC teachers working in similar schools (43%). Second, I estimate within-teacher returns to experience using a teacher fixed effects strategy and find that TFA teachers who continue teaching through year five improve at double the rate of the average NYC teacher. Third, I model the joint relationship between turnover and performance over time and find that the TFA performance advantage is large enough to offset turnover costs. I conclude that the net effect of TFA hiring on student achievement is positive in the short and long run.
We examine the labor supply decisions of substitute teachers – a large, on-demand market with broad shortages and inequitable supply. In 2018, Chicago Public Schools implemented a targeted bonus program designed to reduce unfilled teacher absences in largely segregated Black schools with historically low substitute coverage rates. Using a regression discontinuity design, we find that incentive pay substantially improved coverage equity and raised student achievement. Changes in labor supply were concentrated among Black and Hispanic substitutes from nearby neighborhoods with experience in incentive schools. Wage elasticity estimates suggest incentives would need to be 50% of daily wages to close fill-rate gaps.
Districts nationwide have revised their educator evaluation systems, increasing the frequency with which administrators observe and evaluate teacher instruction. Yet, limited insight exists on the role of evaluator feedback for instructional improvement. Relying on unique observation-level data, we examine the alignment between evaluator and teacher assessments of teacher instruction and the potential consequences for teacher productivity and mobility. We show that teachers and evaluators typically rate teacher performance similarly during classroom observations, but with significant variability in teacher-evaluator ratings. While teacher performance improves across multiple classroom observations, evaluator ratings likely overstate productivity improvements among the lowest-performing teachers. Evaluators, but not teachers, systematically rate teacher performance lower in classrooms serving higher concentrations of economically disadvantaged students. And while teacher performance improves when evaluators provide more critical feedback about teacher instruction, teachers receiving critical feedback may seek alternative teaching assignments in schools with less critical evaluation settings. We discuss the implications of these findings for the design, implementation and impact of educator evaluation systems.
The distribution of teaching effectiveness across schools is fundamental to understanding how schools can address disparities in educational outcomes. Research and policy have recognized the importance of teaching effectiveness for decades. Five stylized facts predict that teachers should be differentially allocated across schools such that poor, Black and Hispanic students are taught by less qualified and less effective teachers. Yet, research is unclear whether these predictions have empirical support. Our purpose is to better understand whether there are meaningful differences in teacher effectiveness among schools. We find that poor, Black and Hispanic students are more likely to be taught by novice teachers when they live in more segregated MSAs. Moreover, the geographic nature of segregation varies across MSAs. Differentiating segregation within urban districts and segregation between urban districts and outlying districts in the same MSAs is essential to understanding poor students’ exposure to novice teachers and policies that address these disparities. We find that poor, Black and Hispanic students are 50 percent more likely to be exposed to at least one novice teacher during elementary school compared to their more affluent white peers. These results raise questions regarding the enforcement of ESSA’s requirements on the distribution of teacher qualifications and quality.
Few question the value of teacher-student relationships (TSRs) for educational outcomes. TSRs are positively associated with students’ achievement and engagement, as well as teachers’ well-being. Building and maintaining these crucial classroom relationships, however, is not easy. Drawing on prominent motivation theories in educational psychology, I present the Motivating Teacher-Student Relationships framework for understanding what motivates teachers to build positive TSRs. In particular, I focus on how teachers’ motivational beliefs about TSRs energize, direct, and sustain their efforts to engage in relationship-building behaviors and, thus, lead to positive relationships with their students. To build positive TSRs, teachers must believe it is their role to build TSRs, value TSRs, and believe they can successfully build TSRs (i.e., have relational self-efficacy). These beliefs are shaped by teachers’ sociocultural contexts and can facilitate or undermine the development of these learning relationships. With a greater understanding of how motivational beliefs influence social relationships, the field of education can more effectively develop theoretically grounded interventions to improve TSRs and mitigate inequality.
Teachers are among the most important inputs in the education production function. One mechanism by which teachers might affect student learning is through the grading standards they set for their classrooms. However, the effects of grading standards on student outcomes are relatively understudied. Using administrative data that links individual students and teachers in 8th and 9th grade Algebra I classrooms from 2006 to 2016, we examine the effects of teachers’ grading standards on student learning and attendance. High teacher grading standards in Algebra I increase student learning both in Algebra I and in subsequent math classes. The effect on student achievement is positive and similar in size across student characteristics and levels of ability, students’ relative rank within the classroom, and school context. High teacher grading standards also lead to a modest reduction in student absences.
Using a causal mediation framework, I find several social dynamics that explain how and why Black teachers benefit students. Random assignment to a Black versus a White teacher in upper-elementary school increases self-efficacy and engagement of Black students (0.6 SD), and increases test scores (0.2 SD) and decreases chronic absenteeism (60% reduction) of all students. These total effects are partly explained by “good” teaching practices and mindsets that Black teachers possess more than White teachers. However, the measures do not fully mediate the total effects of Black teachers, indicating that other social interactions such as role modeling also play a role. The findings provide motivation for recruiting more Black teachers and insight into training the current, mostly White teacher workforce.
Teachers are critical to student learning, but adequately staffing classrooms has been challenging in many parts of the country. Even though teacher shortages are being reported across the U.S., teacher shortages are poorly understood. Determining and addressing teacher shortages is difficult due to the lack of data. Neither the federal government nor the majority of states have provided sufficient information on teacher shortages. To address this gap, we systematically examine news reports, department of education data, and publicly-available information on teacher shortages for every state in the U.S. We find there are at least 36,000 vacant positions along with at least 163,000 positions being held by underqualified teachers, both of which are conservative estimates of the extent of teacher shortages nationally. We discuss the implications of our findings for a robust data system, including more specific and consistent reporting of shortage, as well as implications for teacher preparation and education in the United States.