This user-friendly tool for retaining quality teachers--especially those in special education--contains a framework for action that can be used to create a plan at the school or district level, or to strengthen existing plans. Target audiences include state and local administrators for general and special education, including superintendents,…

This publication presents evidence that low-income and minority children are more likely to be in schools with unqualified and ineffective teachers than their white and more affluent peers. A growing body of research claims that this lack of qualified teachers in high-poverty schools is more critical in explaining the underachievement of…

The "Condition of Teacher Supply and Demand in Ohio, 2004" study provides the first attempt to both address "what is happening" in the teaching profession as well as provide an explanation for "why the problems are occurring." This study builds on information from existing databases on student enrollment, teacher…

The 1998 Mississippi Legislature passed a bill which addressed the state's problem with critical teacher shortages. The Mississippi Teacher Fellowship Program (MTFP), which was developed in response to critical teacher shortages in certain school districts and in certain content areas, grew out of this legislation. The state-based initiative…

Featuring the findings of a 5-year study on independent schools as well as stories by teachers and students of color, this book offers testimony by independent school faculty of color, including the individual stories of African American, Chinese American, Native American, Cuban American, and Hispanic American educators. It discusses how important…

This report presents research from seven Midwestern states on teacher shortages, using data from teams of state, higher education, and teacher union officials who selected the highest priority indicators of teacher supply and demand. Researchers conducted a data gap analysis to identify data being collected nationally and statewide regarding the…

A study was conducted to identify why secondary career and technical education (CTE) teachers, especially in Minnesota, remain in or leave the teaching profession. Research recently reported that nearly 22 percent of all teachers leave the teaching profession within the first three years of teaching. The population for this study was the 258…

This paper examines research on teacher shortages, attrition, recruitment, and retention. Teacher attrition is the largest single factor determining demand for additional teachers in the United States. Teachers leave for such reasons as: low salaries; unprepared for the realities of teaching; rigorous certification examinations; lack of career…

The National Center for Education Statistics (NCES) sponsored the 1988-89 Teacher Followup Survey (TFS), conducted by the U.S. Bureau of the Census, to update data on teacher career patterns and plans. This survey is a followup of the 1987-88 Schools and Staffing Survey (SASS) teacher sample. Data from previous surveys have been used by Congress,…

Teacher supply and recruitment, teacher pay and working conditions, institutional structures, and policy contexts are compared for England and Scotland. In Scotland, the fundamental approach to teacher employment and retention is based on rewarding teachers and improving conditions. The exaggerated centralization of English education policy, with…

Ten secondary teachers, enrolled in an induction program, participated in a year-long study to identify characteristics that can be viewed as important predictors of those teachers who will succeed and those who will not. Findings suggest that intellectual/academic achievement alone is not a sufficient primary predictor of teacher success. (IAH)

Reports on characteristics significantly related to teacher retention in a large urban school district using a Cox regression model to model teacher turnover for a sample of 2,327 white, black, and Hispanic-American first-year teachers. Sex, ethnicity, education, and certification route are significantly related to teacher retention. (SLD)

This article considers links between instructional group size and student engagement, caseload and academic achievement, and caseload and special educator attrition. Findings indicate larger caseload and group sizes negatively affect math and reading achievement, student engagement increases when group sizes decrease, and high teacher attrition…

A teacher of adjudicated students wonders: why teach? The money is not good. The call for accountability is based on the misperception that teachers perform poorly. The work is stressful and complicated by imposition of standards that don't address all aspects of a good education. He reasons that he can't find anything more rewarding than working…

In this age of heightened concern about teacher quality, calls for new policies and practices concerning recruitment, induction, and retention are familiar to many. The current enthusiasm for policies to recruit, support, and retain new teachers runs the risk of adding more clash and clang to an already cacophonous policy environment. In this…