Evidence shows outcomes for college enrollment, retention, and degree completion; earning potential in the labor market; and overall achievement are improved when students have access to advanced curricular opportunities in mathematics and science compared to students who take fewer or less rigorous courses. Yet equitable access to advanced courses remains out of reach for many students, particularly students of color and students from low-income families.
School principals have the ability to create an environment that facilitates learning and empowers teachers and other school staff to be effective in the classroom and school community. Research shows that providing elementary school principals with access to high-quality professional learning can build their capacity to lead successful schools and foster student success. Yet many principals report obstacles to participating in professional development.
Research has found that high-quality professional learning opportunities for principals can build leadership capacity. This study reports on findings from a survey of elementary school principals on access to high-quality professional learning. The survey showed that, while most had access to professional development, far fewer were able to participate in authentic learning opportunities addressing deeper learning, student well-being, and equity.
“Positive outlier” districts in California have excelled at helping African American, Latino/a, and White students achieve at high levels on assessments of academic standards in English language arts and mathematics. Case studies of seven of these districts indicate that districts can develop leaders by identifying leadership talent from among teachers and cultivating their talent to enable some to move into principalships and central office positions.
Some districts in California are beating the odds when it comes to supporting student success across all demographics. Developing and retaining high-quality teachers is one strategy these districts use. This brief looks at lessons learned from the strategies these districts use.
While teacher shortages are an increasingly critical issue in the United States, a lesser known but equally important shortage is also hampering the country’s efforts to provide quality educational opportunities for students — principal shortages. Nearly one in five principals leave their schools each year and the average tenure of a principal is only about four years.
With nearly 1 in 5 principals leaving their schools each year, turnover is high and concerning. A new report and brief by LPI and the National Association of Secondary School Principals look at the causes, impacts, and strategies for principal retention.
The field of special education has long been plagued by persistent shortages of fully prepared teachers. New LPI research finds that the high turnover of special education teachers is associated with such issues as inadequate preparation, professional development, overwhelming workload, low compensation, and inadequate support. What can policymakers do to address this shortage and help recruit, prepare, support, and retain these teachers?
A severe special education teacher shortage threatens the ability to improve outcomes for students with disabilities, who often have the greatest needs but receive the least expert teachers. LPI researchers review the factors contributing to special education teacher turnover and provide evidence-based policy strategies aimed at resolving the shortage.
Access to fully certified and experienced teachers matters for student outcomes and achievement, yet many states have hired uncertified and inexperienced teachers to fill gaps created by persistent teacher shortages. These teachers are disproportionately found in schools with high enrollments of students of color, according to LPI analysis of the most recent U.S. Department of Education Civil Rights Data Collection, which has proposed cutting key data collection questions related to school funding and educator experience.
