The Reference Desk, using available evidence and research, provides quick-turnaround responses to questions submitted by education stakeholders around the Northeast and Islands Region. Every Friday, REL-NEI highlights one or two questions submitted to its Reference Desk.
Question of the Week
What Strategies Exist for Equitably Distributing Effective Teachers?
Among the many questions the Reference Desk receives regarding school improvement, one recently asked for research on the equitable distribution of effective teachers. Specifically the request sought strategies to help in low-performing and hard-to-staff schools. This week’s digest entry looks at research on teacher distribution and retention, and presents findings on both comprehensive and specific strategies for addressing the issue.
Question
What is the available research on models or practices that promote an equitable distribution of effective teachers in all schools, particularly low-performing and hard-to-staff schools?
Research Synthesis
Reference Desk researchers found three resources that directly address models or practices that promote an equitable distribution of effective teachers in schools, including low-performing and hard-to-staff schools. Two resources pertain to multiple aspects of equitable teacher distribution in low-performing schools, one of which suggests that the “key to solving distribution problems is to act comprehensively, by significantly increasing the supply of teacher candidates where shortages exist, improving the recruitment and hiring process, and retaining effective teachers in low-performing high schools.” The third resource addresses equitable distribution in terms of financial incentives and states that the “literature on teacher salary suggests that pay incentives can have a positive influence on teacher recruitment and retention“ (Wheeler, 2007; see below).
Publicly Available Resources
- Improving the Distribution of Teachers in Low-performing High Schools. April 2008; Alliance for Excellent Education, Policy Brief; 18 pages.
From page 1: “Frequently unable to attract and retain effective teachers, low-performing schools are generally staffed by teachers who lack the experience, qualifications, effectiveness, or retention rates needed to succeed in the classroom (Peske and Haycock 2006). Inequitable distribution is a problem at all grade levels, but some aspects are more pronounced in high schools. The issues include higher rates of out-of-field teaching, a lack of time for teacher collaboration and professional development due to more complicated school schedules, and poor working conditions associated with large high schools that inhibit retention and effectiveness (Jerald 2002; Morton 1993; Center for Teaching Quality 2007a). Overall, the key to solving distribution problems is to act comprehensively, by significantly increasing the supply of teacher candidates where shortages exist, improving the recruitment and hiring process, and retaining effective teachers in low-performing high schools. Understanding the dynamics of the teacher labor market can ensure that strategies actually impact teachers’ decisions concerning where to work and how long they stay. Although states and districts have the most influence over teacher policies, federal law can also help improve the distribution of teachers by supporting and encouraging good recruitment and retention practices at the state and local levels”.
- Teacher Retention at Low-Performing Schools. Using the Evidence. 2006; SERVE Center for Continuous Improvement at UNCG; 3 pages; ERIC Document #ED498833.
This report presents findings from studies of teacher retention in three settings. From the abstract: “In 2004-2005, North Carolina's average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention… These findings indicate that: (1) Addressing working conditions will be essential to reducing teacher turnover; and (2) Efforts to reduce teacher turnover should target conditions in hard-to-staff schools. A literature review of teacher retention, including both quantitative and qualitative studies found: (1) The issue of retaining teachers is one of retaining quality teachers who positively influence student learning, not just retaining all teachers; (2) Teachers who feel effective with their students are more likely to stay; (3) Teachers in collaborative, collegial environments are more likely to stay; (4) Increased pay is positively associated with retention; (5) Turnover is highest among high poverty, high minority schools; (6) Teachers entering the classroom through Alternative Certification Programs are more likely to leave the classroom; (7) Teachers teaching out-of-field and teaching courses requiring many different preps have lower job satisfaction; (8) Late hiring and lack of information in the hiring process can negatively influence retention; and (9) Poor facilities are associated with increased turnover. The review concludes that many factors contribute to increasing teacher retention, so single-pronged approaches will have much less chance of success.”
- Can Pay Incentives Improve the Recruitment and Retention of Teachers in America’s Hard-to- Staff Schools? A Research Summary. Summer 2007; Wheeler, J., & Glennie, E.; Center for Child and Family Policy; 11 pages.
From the ‘Conclusion’ section: “The literature on teacher salary suggests that pay incentives can have a positive influence on teacher recruitment and retention, and that this effect varies slightly with gender, race and age. Furthermore, the magnitude of the effect is likely to depend on whether the outcome in question is exit from the teaching profession or transfer to another school or district. The more policymakers and school administrators understand about the impact of teacher incentives, the more they will be able to effectively use bonus programs to achieve No Child Left Behind’s teacher quality goals by attracting and retaining qualified teachers in each classroom”.
The Reference Desk also found this organization and its resources helpful in learning more about teacher distribution and retention:
- National Comprehensive Center for Teacher Quality (TQ Center)
According to the website: “The TQ Center was created to serve as the premier national resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching—especially in high-poverty, low-performing, and hard-to-staff schools…” Example articles relevant to this request:
Ensuring the Equitable Distribution of Teachers: Strategies for School, District and State Leaders.
The Distribution of Highly Qualified Experienced Teachers: Challenges and Opportunities.
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