Seven-policy comprehensive approach to equalizing student access to certified and experienced teachers¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends that federal, state, and local policies "must take a comprehensive approach to providing teachers with the preparation, resources, and supports they need to be successful". Its seven strategies are: strengthening federal equitable-distribution policies under ESSA; loan forgiveness and service scholarship programs to staff high-need fields and schools; more equitable state funding formulas for salaries and working conditions; funded teacher residency programs; mentoring and induction for novice teachers; compensating National Board Certified teachers in high-need schools; and principal training that builds collegial, professional environments.

Design Implications¶

Context¶

Requirements¶

• Policies must address preparation, resources, and supports together rather than in isolation

Constraints¶

• The report notes no state has been sanctioned for failure to deliver equitable access throughout 14 years of NCLB and 3 years of ESSA, and only 16 states provided dedicated funding for teacher induction as of a 2016 review

Target Learners¶

• Students of color and students from low-income families in high-need schools

Target Learning Goals¶

• Access to fully certified and experienced teachers to support achievement and close achievement gaps

Claims¶

• Teachers who are not fully certified have higher turnover than fully certified teachers (20.1% vs. 14.7%), with a larger gap among early-career teachers [+W]

Related Strategies¶

• State and federal policy recommendations: recruit and prepare more candidates, retain new teachers through early-career mentoring, and improve working conditions
• A federal Marshall Plan for Teaching focused on seven areas: compensation, debt-free preparation, high-retention pathways, mentoring, expertise-sharing, school redesign, and accountability
• State policy actions across the career continuum: attract, prepare, and develop/support/retain educators
• Underwrite comprehensive preparation, improve teaching conditions, raise compensation, and expand induction to retain teachers of color
• Build high-retention, supportive pathways into teaching for candidates of color
• Using Title II professional development funds to strengthen teacher preparation, recruitment, induction, and support in high-need schools
• Federal policy should invest in high-quality professional learning for educators, prioritizing preparation and professional development designs including teachers teaching teachers
• Five policy priorities to address Michigan's inequitable teacher shortage: fair funding, data systems, career attractiveness, administrator supports, and professional development
• Federal policy levers for an equitable pathways system: funding, mandates, certification, research, and data systems

Examples¶

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Key Sources¶

• Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P. M., & Burns, D. (2020). Inequitable opportunity to learn: Student access to certified and experienced teachers. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-teacher-access