The report recommends four policy strategies: competitive equitable compensation, targeted supply in shortage fields, improved retention, and a national teacher labor market¶

Claim · All claims
Evidence · 1 study · associational r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Based on research on recruitment and retention, the report recommends competitive compensation, training subsidies and high-retention pathways, improved mentoring/induction and working conditions, and removing interstate barriers. → Sutcher 2016

Evidence¶

Sutcher 2016¶

Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching doi:10.54300/247.242

q1 · i? · associational · r2

The report's policy section (Section VI) draws on a companion review of recruitment and retention research to recommend compensation packages, forgivable loans/service scholarships and residency models, mentoring and induction with improved working conditions, and a national supply market via "removing unnecessary interstate barriers."

"Based on research we reviewed on what matters for recruiting and retaining teachers, policies should focus on: 1. Creating competitive, equitable compensation packages that allow teachers to make a reasonable living across all kinds of communities"

Discussion¶

Related Claims¶

• Researchers argue that the teacher shortage in poor school districts may stem more from retaining teachers than from attracting them — related
• Congress created the Teacher Quality Partnership Grant Program in 2008, which funds teaching residency programs (TRPs) meant to draw highly qualified teachers to high-need schools — related
• Service scholarship and loan forgiveness programs effectively recruit and retain high-quality professionals when they cover a significant portion of tuition or living costs — related
• Traditional salary schedules may not reward effective teaching or give the most effective teachers incentives to work in high-need schools, motivating performance-based compensation — related
• Teacher salaries influence entry, supply, and retention in teaching — related