Five-step state roadmap for equitable access to experienced teachers: examine data, diagnose root causes, set goals, implement data-based policies, and monitor with transparency¶

Strategy · All strategies
Evidence · 4 claims (3 for, 1 against) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

The report proposes a five-step roadmap for state and district leaders: establish data systems and examine disparities; determine whether disparities are within- or between-district and engage teachers on root causes; set clear goals and interim measures; implement evidence-based policy solutions; and commit to ongoing data transparency and accountability. As the report states, "States should examine their data for patterns of disparities, as we did in this analysis." Recommended policies include principal pipelines, Grow Your Own and residency programs, differential pay, earlier hiring timelines, and mentoring for novice teachers.

Design Implications¶

Context¶

Requirements¶

• State commitment to collecting, disaggregating, and publicly reporting teacher equity data by race
• Meaningful stakeholder engagement to inform goal-setting

Constraints¶

• Whether disparities are greater within or between districts varies by state, so policy solutions must match the local pattern; within- versus between-district differences are just one potential cause among many, such as urban or rural location

Target Learners¶

• Black students in P-12 schools
• students of color and students from low-income backgrounds in high-need schools

Target Learning Goals¶

• equitable access to experienced and certified teachers
• reduced teacher turnover in high-need schools
• college readiness opportunities through advanced coursework access

Claims¶

• State-level disparities in access to certified and experienced teachers vary greatly, with some states showing two to three times as many uncertified or inexperienced teachers in high-enrollment schools [+W]
• Teacher turnover is 35%–37% higher in schools with the largest concentrations of students of color and students from low-income backgrounds than in schools with the smallest [+W]
• Regardless of location, schools with high student of color enrollment have a greater percentage of inexperienced teachers than low-enrollment schools, with urban schools most affected [+W]
• Across rural, suburban, and urban locales, schools with high student of color enrollment have higher percentages of uncertified teachers than schools with low enrollment [-W]

Related Strategies¶

• Five-step state roadmap for equitable access to experienced teachers: examine data, diagnose level, set goals, enact policy, monitor accountability
• Five policy priorities to address Michigan's inequitable teacher shortage: fair funding, data systems, career attractiveness, administrator supports, and professional development

Examples¶

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Key Sources¶

• Sarah Mehrotra, Ivy S. Morgan, Allison Socol. (2021). Getting Black Students Better Access to Non-Novice Teachers. The Education Trust. https://eric.ed.gov/?id=ED617544