Most surveyed districts used federal recovery funds to recruit and retain teachers, including creating new positions that increased staffing needs¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Nine of 12 districts reported using recovery funds specifically to recruit and retain teachers, and creation of new positions (e.g., 4x4 block schedules, intervention roles) increased demand for teachers. → Carver-Thomas 2022

Evidence¶

Carver-Thomas 2022¶

Carver-Thomas, D., Burns, D., Leung, M., & Ondrasek, N. (2022). Teacher shortages during the pandemic: How California districts are responding. Learning Policy Institute. https://doi.org/10.54300/899.809

q2 · i? · associational · r1

Survey finding from the report's section on district responses: "9 out of 12" districts used recovery funds to recruit and retain teachers. The report also describes Los Angeles USD's expanded 4x4 block scheduling requiring about 25% more teachers, and one district whose annual hires rose from around 140 to 375.

"Most districts (9 out of 12) reported using recovery funds specifically to recruit and retain teachers, as allowed under the law."

Discussion¶

Related Claims¶

• Administrators in eight of nine rural SIG schools reported rural-setting factors, chiefly long teacher commutes (six schools) or isolated communities (four), that hampered teacher recruitment or retention — related
• Researchers argue that the teacher shortage in poor school districts may stem more from retaining teachers than from attracting them — related
• Recruitment and retention of teaching staff is an activity integral to school improvement efforts under SIG, and the article presents findings on it in rural schools — related
• 77% of school principals and district leaders reported challenges hiring enough substitute teachers during the pandemic, more than for any other staffing position — related
• Districts with shortages most often lack special education, mathematics, and science teachers, and most lack middle and high school teachers — related
• Limited human capital is one of the biggest challenges in rural school turnaround, making SIG staff-replacement requirements often neither possible nor desirable — related
• Few SIG schools with high ELL enrollments used staffing strategies to build teacher capacity for serving ELLs — related