Aug 29 2018

Taking the Long View: State Efforts to Solve Teacher Shortages by Strengthening the Profession

Most states have been struggling to address teacher shortages for several years now, often filling the vacuum with underprepared teachers who aren’t able to give children the high-quality learning they need and who leave at two to three times the rate of well-prepared teachers. Most often, these teachers are hired in schools serving students of color and those from low-income families. Governors and legislators in many of these states are now working to turn the tide, according to a new report from the Learning Policy Institute.

Taking the Long View: State Efforts to Solve Teacher Shortages by Strengthening the Profession focuses on six evidence-based policies that states are pursuing to address their teacher shortages by strengthening, rather than weakening, their educator workforce. It also takes a close look at the state of Washington, where state policymakers have taken a comprehensive approach to addressing teacher shortages and improving the educator workforce by implementing many of the evidence-based policies described in the report.

States are using six key strategies to build long-term sustainable systems to attract, develop, and retain a strong and stable teacher workforce.

The policies were selected based on research on teacher preparation, recruitment, and retention strategies that have been found to support greater teacher effectiveness and retention. These strategies can help states build long-term sustainable systems to attract, develop, and retain a strong and stable teacher workforce.

Most states have been struggling to address teacher shortages for several years, often filling the vacuum with underprepared teachers. Governors and legislators in many of these states are now working to turn the tide. A new report from the Learning Policy Institute focuses on six evidence-based policies that states are pursuing to address their teacher shortages and build a stable teacher workforce.

The report identifies policies in 40 states aimed at recruiting and retaining a stable, well -prepared teaching force. Those states are: Alaska, Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Montana, Nebraska, Nevada, New Mexico, North Carolina, North Dakota, Ohio, Oklahoma, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, and Wyoming.

Information on states’ approaches are based on reviews of states’ Every Student Succeeds Act (ESSA) plans (all of which have been approved, except for Florida’s, which is still under review), and recent, relevant state legislation; publicly available program documents; and administrative data. The report includes several examples of promising state policies and a detailed description of the comprehensive approach taken by Washington state that leverages a number of evidence-based policies in tandem to address teacher shortages while also improving its educator workforce.

Under-prepared teachers leave at two to three times the rate of well-prepared teachers.

Featured Policy Strategies

Service scholarships and student loan forgiveness:
The cost of high-quality teacher preparation is a significant obstacle to those considering entering the teaching profession. To overcome such barriers, at least 40 states have established service scholarship and loan forgiveness programs to recruit and retain high-quality teachers. These programs underwrite the cost of teacher preparation in exchange for a number of years of service in the profession. Research has found that effective service scholarship and loan forgiveness programs leverage greater recruitment into professional fields and locations where individuals are needed, and support retention.
High-retention pathways into teaching:
Teacher turnover is higher for those who enter the profession without adequate preparation. However, teachers often choose alternative certification pathways that omit student teaching and some coursework because, without financial aid, they cannot afford to be without an income for the time it takes to undergo teacher training. High-retention pathways are developed to subsidize the cost of teacher preparation and provide high-quality training for incoming teachers. These pathways include teacher residencies and Grow Your Own programs that recruit and prepare community members to teach in local school districts
Mentoring and induction for new teachers:
Evidence suggests that strong mentoring and induction for novice teachers can be a valuable strategy to retain new teachers and improve their effectiveness. Well-mentored beginning teachers are twice as likely to stay in teaching as those who do not receive mentoring. However, the number of states supporting mentoring and induction programs decreased during the recent recession, and a 2016 review of state policies found that just 16 states provide dedicated funding to support teacher induction. Under ESSA, states can leverage federal Title II, Part A funds to support new teacher induction and mentoring. Indeed, a number of states, including Delaware and Ohio, are taking such an approach. Other states have invested state funds to support new teacher induction, including Connecticut and Iowa.
High-quality school principals:
Principals play a central role in attracting and retaining talented teachers. Teachers cite principal support as one of the most important factors in their decision to stay in a school or in the profession. Therefore, states can benefit from building effective systems of preparation and professional development for school leaders. Title II, Part A of ESSA provides states with new opportunities to invest in and improve school leadership in ways that could increase teacher retention, including by reserving up to 3% of their state Title II, Part A funds for school leader development. Many states—including North Dakota and Tennessee—are seizing this opportunity, with nearly half of states using the optional 3% set aside and 21 states using ESSA funds to invest in principal preparation. The North Carolina Principal Fellows program is an example of a long-standing, successful state effort to support principal development.
Competitive compensation:
Not surprisingly, the lack of competitive compensation is one factor that frequently contributes to teacher shortages, affecting the quality and quantity of people planning to become teachers as well whether people decide to leave the teacher workforce. Even after adjusting for the shorter work year in teaching, beginning teachers nationally earn about 20% less than individuals with college degrees in other fields—a wage gap that widens to 30% by mid-career. Large inequities in teacher salaries among districts within the same labor market leave some high-need, under-resourced districts at a strong disadvantage in both hiring and retaining teachers. More competitive compensation can be a critical strategy to recruit and retain effective educators, although different approaches may be necessary depending on the state, regional, and district context.
Recruitment strategies to expand the pool of qualified educators:
In light of fiscal constraints, many states are also opting for low-cost policy solutions that expand the pool of qualified teachers. Such strategies include recruiting recently retired teachers back into the classroom to fill open positions and strengthening licensure reciprocity to ease undue burdens to cross-state mobility and allow experienced and accomplished educators the opportunity to seamlessly transition into service in a different state. Colorado, for example, is actively pursuing both strategies, and Idaho, Oklahoma, and West Virginia are also recruiting retired teachers to help address teacher shortages.

Taking the Long View: State Efforts to Solve Teacher Shortages by Strengthening the Profession by Danny Espinoza, Ryan Saunders, Tara Kini, and Linda Darling-Hammond is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Research in this area of work is funded in part by the S. D. Bechtel, Jr. Foundation and the Carnegie Corporation of New York. Core operating support for the Learning Policy Institute is provided by the Sandler Foundation, the William and Flora Hewlett Foundation, and the Ford Foundation.