High rates of teacher turnover contribute to shortages and undermine academic progress. This report reviews an extensive body of research on teacher recruitment and retention, identifies key factors that influence decisions to enter, stay in, or leave the profession, and offers evidence-based recommendations for local, state, and federal policymakers.
Fewer young people choosing to enter the teaching profession and high attrition rates are contributing to teacher shortages. School districts throughout the country are having difficulty finding enough qualified teachers to fill open positions, especially in schools serving low-income students and students of color. This brief summarizes research on teacher recruitment and retention, identifies key factors that influence decisions to enter, stay in, or leave the profession, and offers evidence-based recommendations for policymakers.
When it comes to early childhood education programs, quality is critical. High-quality preschool gives children a strong start on the path that leads to college and career success. This brief summarizes the substantial body of research on programs demonstrating positive results, as well as the professional standards for early education, including identifying important elements of quality.
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.
In 2015, California allocated $490 million to professional learning systems statewide, for districts to improve their overall professional capacity, especially the competence of teachers and principals within their school systems. This report is intended to help districts think through strategies to support all the allowable uses of funds and discusses how districts can approach professional learning in their implementation of state academic standards.
