scholarly journals Recruitment, employment, retention and the minority teacher shortage

2019 ◽  
Vol 27 ◽  
pp. 37 ◽  
Author(s):  
Richard Ingersoll ◽  
Henry May ◽  
Gregory Collins
Keyword(s):  
Public Schools ◽  
Urban Communities ◽  
Minority Students ◽  
White Teachers ◽  
Teacher Shortage ◽  
Minority Teachers ◽  
Teacher Shortages ◽  
Quarter Century ◽  
Nationally Representative ◽  
Minority Teacher

This study examines and compares the recruitment, employment, and retention of minority and nonminority school teachers over the quarter century from the late 1980s to 2013. Our objective is to empirically ground the ongoing debate regarding minority teacher shortages and changes in the minority teaching force. The data we analyze are from the National Center for Education Statistics’ nationally representative Schools and Staffing Survey (SASS) and its longitudinal supplement, the Teacher Follow-up Survey (TFS). Our data analyses document the persistence of a gap between the percentage of minority students and the percentage of minority teachers in the US. But the data also show that this gap is not due to a failure to recruit new minority teachers. In the two decades since the late 1980s, the number of minority teachers almost doubled, outpacing growth in both the number of White teachers and the number of minority students. Minority teachers are also overwhelmingly employed in public schools serving high-poverty, high-minority and urban communities. Hence, the data suggest that widespread efforts over the past several decades to recruit more minority teachers and employ them in disadvantaged schools have been very successful. But, these efforts have also been undermined because minority teachers have significantly higher turnover than White teachers and this is strongly tied to poor working conditions in their schools.

The Myth and Reality of Teacher Shortage in India: An Investigation Using 2019-20 Data

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Teacher Shortages ◽  
National Education ◽  
Public Elementary Schools ◽  
Median Size ◽  
National Education Policy ◽  
The Individual

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that teacher vacancies cannot be equated with teacher shortages: while the number of teacher vacancies (in teacher-deficit schools) is 766,487, the number of teacher surpluses (in surplus-teacher schools) is 520,141, giving a net deficit of only 246,346 teachers in the country. Secondly, removing estimated fake student numbers from enrolment data greatly reduces the required number of teachers and raises the number of surplus teachers, converting the net deficit of 246,346 teachers into an estimated net surplus of 98,371 teachers. Thirdly, if we both remove estimated fake enrolment and also make a hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 63 students, and rendered many schools ‘tiny’), the estimated net teacher surplus rises to 239,800 teachers. Fourthly, we show that if government does fresh recruitment to fill the supposed approximately one-million vacancies as promised in National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 25.1 would fall to 19.9, at a permanently increased fiscal cost of nearly Rupees 637 billion (USD 8.7 billion) per year in 2019-20 prices, which is higher than the individual GDPs of 50 countries that year. The paper highlights the major efficiencies that can result from evidence-based policy on minimum viable school-size, teacher allocation norms, permissible maximum pupil teacher ratios, and teacher deployment.

scholarly journals Challenges of Minority Teachers in a Western Society: Experience in Austria

2016 ◽  
Vol 2 (4) ◽  
pp. 55-62
Author(s):  
Nasy Inthisone Pfanner
Keyword(s):  
United States ◽  
Secondary School ◽  
Minority Students ◽  
Minority Student ◽  
The United States ◽  
Teacher Professionalism ◽  
Western Society ◽  
Minority Teachers ◽  
The United Kingdom ◽  
Minority Teacher

The aim of this reflective article is to investigate firstly, the preconception of professionalism in teaching; secondly, whether minority teacher’s identity influences their professionalism; and, thirdly, how minority teachers affect minority students, since minority teachers face real inequality in white societies. The issue of teacher professionalism has always been controversial due to the changing nature of the profession and society’s expectations of how the profession should be. There has not been an investigation regarding minority teachers in Austria. I wish to address this gap in the research by investigating the experience of a Laotian-American in a secondary school. The investigation reveals that in spite of the efforts that governments in Canada, the United States, New Zealand, and the United Kingdom have put into recruiting minority educators, minority teacher population does not keep pace with the minority student populations. Regrettably, Austrian government does not have such a recruiting scheme. This study has the potential to raise debates about minorities in the Austrian educational system and contribute to existing discussion about minority educators in white society.

scholarly journals Language, citizenship and schooling: A minority teacher’s perspective

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Tony Burner ◽  
Audrey Osler
Keyword(s):  
Minority Students ◽  
Teaching And Learning ◽  
Language Use ◽  
Minority Teachers ◽  
Special Relationships ◽  
Minority Teacher ◽  
Inclusive Processes ◽  
Teachers Perspectives ◽  
Educational Decision Making ◽  
Teacher's Perspective

In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers’ perspectives are vital in informing inclusive educational decision making, policies and practices. We draw on the life history tradition to present the perspectives of one minority teacher, living and working in Norway. Elif, a Turkish-Norwegian, reflects on her motivations in pursuing teaching as a career. As a multilingual minority teacher, she considers the relationships between language use, citizenship and belonging. For Elif, having Turkish roots and living in Norway presents certain advantages, possibilities and challenges, both in school and society. She suggests that her intercultural experiences and multilingual skills provide her with insights that enable special relationships with minority students, whose language skills and identities she seeks to activate and demystify. She identifies tensions between the Norwegian ideal of equality, her experiences of being minoritized by her professional peers and the mechanisms of exclusion operating among teachers to the detriment of minority students. Minority teachers’ insights inform education for social justice. Including their stories avoids distorting knowledge critical to inclusive citizenship and inclusive processes of teaching and learning.

Has the Alternative Certification Policy Materialized Its Promise? A Comparison Between Traditionally and Alternatively Certified Teachers in Public Schools

1997 ◽  
Vol 19 (3) ◽  
pp. 276-283 ◽  
Author(s):  
Jianping Shen
Keyword(s):  
Public Schools ◽  
College Graduates ◽  
Teacher Education Program ◽  
Lower Percentage ◽  
Alternatively Certified ◽  
Teacher Shortages ◽  
Traditionally Certified ◽  
Alternatively Certified Teachers ◽  
Nationally Representative ◽  
The Impact

The study compared the characteristics of traditionally certified (TC) and alternatively certified (AC) teachers by analyzing data from a nationally representative sample of public school teachers ( N = 14,721). The sample was constructed from the Schools and Staffing Survey 1993–1994, a national survey conducted by the National Center for Education Statistics. The findings supported some of the arguments for AC, such as alleviating teacher shortages in mathematics and science and in urban schools and diversifying the teaching force by recruiting more people of minorities into teaching. However, the findings also raised serious concerns regarding the impact of AC policy: (a) AC teachers appeared to have lower academic qualifications than did TC teachers; (b) AC policy failed to recruit a significant number of experienced personnel from other occupations, and a large number of fresh college graduates took advantage of AC policy to circumvent the traditional teacher education program; (c) A lower percentage of AC teachers treated teaching as a lifelong career than did TC teachers; and (d) A high percentage of AC teachers working in inner-city schools raised the important issue of educational equity.

The Minority Teacher Shortage: Fact or Fable?

2011 ◽  
Vol 93 (1) ◽  
pp. 62-65 ◽  
Author(s):  
Richard M. Ingersoll ◽  
Henry May
Keyword(s):  
Teacher Shortage ◽  
Minority Teacher

scholarly journals The Myth of Teacher Shortage in India

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Evidence Based ◽  
National Education ◽  
Public Elementary Schools ◽  
Median Size ◽  
National Education Policy ◽  
The Individual

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that there is hardly any net teacher deficit in the country since there is roughly the same number of surplus teachers as the number of teacher vacancies. Secondly, we show that measuring teacher requirements after removing the estimated fake students from enrolment data greatly reduces the required number of teachers and increases the number of surplus teachers, yielding an estimated net surplus of about 342,000 teachers. Thirdly, we show that if we both remove fake enrolment and also make a suggested hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 64 students, and rendered many schools ‘tiny’), the estimated net teacher surplus is about 764,000 teachers. Fourthly, we highlight that if government does fresh recruitment to fill the supposed nearly one-million vacancies as promised in the National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 22.8 would fall to 15.9, at a permanent fiscal cost of nearly Rupees 480 billion (USD 6.6 billion) per year in 2017-18 prices, which is higher than the individual GDPs of 56 countries in that year. The paper highlights the major economic efficiencies that can result from an evidence-based approach to teacher recruitment and deployment policies.

Status, Growth, and Perceptions of School Quality

2021 ◽  
pp. 016237372110305
Author(s):  
David M. Houston ◽  
Michael Henderson ◽  
Paul E. Peterson ◽  
Martin R. West
Keyword(s):  
Public Schools ◽  
Online Survey ◽  
School Quality ◽  
Survey Experiment ◽  
Accountability Systems ◽  
Local Schools ◽  
Achievement Growth ◽  
Status Information ◽  
Nationally Representative ◽  
Perceptions Of School

States and districts are increasingly incorporating measures of achievement growth into their school accountability systems, but there is little research on how these changes affect the public’s perceptions of school quality. We conduct a nationally representative online survey experiment to identify the effects of providing participants with information about their local public schools’ average achievement status and/or average achievement growth. Prior to receiving any information, participants already possess a modest understanding of how their local schools perform in terms of status, but they are largely unaware of how these schools perform in terms of growth. Participants who live in higher status districts tend to grade their local schools more favorably. The provision of status information does not fundamentally change this relationship. The provision of growth information, however, alters Americans’ views about local educational performance. Once informed, participants’ evaluations of their local schools better reflect the variation in district growth.

Backtalk: Harnessing the power of career changers to address teacher shortages

2021 ◽  
Vol 103 (4) ◽  
pp. 69-69
Author(s):  
Alan Mather
Keyword(s):  
High School ◽  
High School Students ◽  
School Administrators ◽  
Teacher Shortage ◽  
College Seniors ◽  
School Students ◽  
Career Changers ◽  
Preparation Programs ◽  
Teacher Shortages ◽  
Traditional Preparation

School administrators across the country have been facing a worsening teacher shortage. Programs that attempt to fill gaps by promoting teaching among current high school students are helpful but cannot fill vacancies as quickly as is needed. Alan Mather of Golden Apple describes how their Accelerators program has begun inviting career changers and current college seniors who aren’t on an education track into their 15-month residency and licensure program. The program attracts professionals who are interested in teaching but lack the time or money for traditional preparation programs and puts them on a quicker path to teaching jobs in schools with high needs.

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