The COVID-19 pandemic created unprecedented uncertainty both within teacher preparation programs and in schools. While it has exacerbated existing and long-standing inequities in California's educational system, the pandemic also presents an opportunity to innovate teacher education programs and rethink how they prepare and sustain candidates of…

This report profiles five public PreK-12 learning education agencies across the U.S. that participated in the Digital Promise Center for Inclusive Innovation Teacher of Color Recruitment and Retention cohort and utilized the Inclusive Innovation model to create and launch locally contextualized programs designed by teachers of color.

This report draws on insight from a nationally representative survey of schools in England, a convenience sample of nearly 1,500 supply teachers and qualitative research with 60 supply teachers, 22 leaders, and seven supply teacher providers conducted in 2023. It explores individuals' motivations for entering the supply market, along with the…

Increasing student achievement by improving the quality and effectiveness of teachers, principals, and other school leaders is one of the key goals of the Elementary and Secondary Education Act (ESEA). Title II, Part A of ESEA (Title II-A) provides over $2 billion per year in funding to states and districts to support effective instruction through…

These are the appendices for "State and District Use of Title II, Part A Funds in 2019-20." The study is designed to provide information about how states and districts use Title II-A funds, in response to a statutory requirement to collect and publicly report this information annually. The report is based on surveys of all states and of…

This report presents the study highlights from the full report, "State and District Use of Title II, Part A Funds in 2019-20. NCEE 2021-011." The report, required by Congress, provides a national picture of state and district priorities for Title II-A funds in the 2019-20 school year. State and district surveys on the use of Title II-A…

The COVID-19 pandemic required schools to be more flexible in relation to their selection of an instructional modality, adopting virtual or hybrid schedules for instruction if face-to-face instruction was not possible (Rogers & Ishimoto, 2020). This change led to educators conducting classrooms virtually and interacting with students and…

Purpose: Schools across the predominately rural state of West Virginia are experiencing widespread teacher shortages, though recruitment and retention difficulties are unevenly distributed across place. Using spatial in/justice as our framework, we explore how principals define place, how place influences principal perceptions of teacher…

This article traces the state takeover and neoliberal reconstruction of a mid-size urban school district in the California Bay Area. Aligning with research on social networks in school reform, it identifies three organizational nodes of power operating within the takeover and post-takeover landscape: venture-philanthropic capital, the Teach for…

Despite growing interest and investment in building a more racially and ethnically diverse teacher workforce, increases in the share of teachers of color nationally have stalled in recent years. Even with more new teachers of color entering the profession each year, about 80% of the teacher workforce has been white since 2015. This trend…

This study reports on findings from a convergent parallel mixed methods analysis examining the perspectives of college students concerning their teaching considerations at a rural district with severe teacher-staffing problems. Based on a framework of multiple attribute utility theory, a utility analysis was used to compare the relative importance…

To address the national teacher shortage, the federal government has permitted alternative route preparation programs in an attempt to increase the supply of licensed teachers. Alternative route (AR) programs vary by state, but generally aim to train teacher candidates who do not have a traditional education preparation background to fulfill…

This report describes the results from the Student Teacher Survey and the Cooperating Teacher Survey. Findings indicated most student teachers had a positive experience in the Student Teaching Program. Additionally, most cooperating teachers would recommend their student teacher for employment suggesting the Student Teaching Program can serve as…

Disruptions due to the pandemic present partnership opportunities for districts and educator preparation programs (EPPs) to strengthen the educator workforce and support student learning. This document share ways that states, districts, and EPPs can collaborate during recovery from COVID-19 to strengthen systems and relationships. These include:…

With a rise of alternative permit (AltPermit) teachers coming to education, many have little to no preparation or self-efficacy for the demands needed to support all learners. Low teacher efficacy is associated with high rates of attrition. As a result, districts throughout the United States struggle to retain the teachers they recruit and hire…