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This brief identifies important elements of high-quality early childhood education programs as indicated by research and professional standards, with a focus on factors that contribute to meaningful teacher-child interactions. With California the home to 493,877 preschool-age children living in or near poverty, these findings hold particular interest for the Golden State, as low-income children are most likely to benefit from high-quality pre-k programs.
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As California embarks on an ambitious journey to raise standards for student learning and rethink nearly every aspect of its educational system, one of the state’s most pressing challenges is hiring and retaining well-prepared, high-quality teachers who can teach the challenging new skills our society demands. This is especially true as the state faces emerging teacher shortages.
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In 2013, Bill de Blasio campaigned for mayor on a promise of universal pre-K. Two years later, New York City enrolls more children in full-day pre-K than the total number of students in San Francisco or Boston. New York City’s experience instituting a high-quality program so quickly provides valuable lessons for pre-K efforts across the country.
Linda Darling-HammondRoberta C. FurgerPatrick M. ShieldsLeib Sutcher
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After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This report examines shortage indicators, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers where they are needed.
Linda Darling-HammondRoberta C. FurgerPatrick M. ShieldsLeib Sutcher
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After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This brief and corresponding report examine shortage indicators, discuss their impact on students, analyze factors that influence teacher supply and demand in California and nationally, and recommend policies to ensure an adequate supply of fully prepared teachers where they are needed.
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Recruitment and retention challenges are once again leading to teacher shortages across the nation, especially in urban and rural school districts. This brief looks at the teacher residency model, a promising approach to addressing recruitment and retention challenges in high-needs districts and in shortage subject areas. The teacher residency model creates long-term benefits for districts, for schools, and ultimately and most importantly, for the students they serve.
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As teacher shortages once again become widespread in California and across the nation, discussions of how to recruit and retain high-quality teachers are occupying center stage in policy circles. Newly emerging residency programs offer an innovative approach to recruiting and retaining high-quality teachers. Currently, the state has at least 10 such programs meeting critical hiring needs for a number of districts and charter schools in urban and rural areas.
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Throughout the summer and into the fall of 2015, school districts across the state struggled to fill vacant teaching positions with qualified staff. In fall of 2015, a Field Poll of California voters revealed that Californians are well aware of the emerging shortage of K-12 public school teachers and think the state should take decisive action to rectify the situation.
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A quarter-century ago, Newark and nearby Union City epitomized the failure of American urban school systems. Students, mostly poor minority and immigrant children, performed abysmally. Graduation rates were low. Plagued by corruption and cronyism, both districts had a revolving door of superintendents. Today, Union City, which opted for homegrown gradualism, is regarded as a poster child for good urban education. Newark, despite huge infusions of money and outside talent, has struggled by comparison.
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Renewing the Elementary and Secondary Education Act was once considered a long shot, but in December 2015, the bipartisan Every Student Succeeds Act (ESSA) was signed into law. Will federal regulators encourage states to take advantage of the new flexibility provided by ESSA to move teaching and learning purposefully into the 21st century? And will states assure these opportunities are made available to all students, rather than an elite few?
