A report claiming gaps in access to high-quality teachers is due to a labor shortage misses the point, a review shows. Instead, the root causes of the gaps must be addressed, like rigorous but alternative pathways to teaching and incentives for attracting and keeping educators in hard-to-staff schools.
The issue of gaps between the experience and quality of teachers in different areas of Wisconsin and the nation is on the minds of state leaders, policymakers, school leaders and communities. Research shows many schools face challenges in retaining high-quality teachers, especially urban school districts and small, rural school districts. Studies have also shown when schools don’t have access to high-quality teachers on a consistent basis these gaps can negatively impact students.
The Education Trust published recommendations for state leaders to close gaps created when experienced, highly qualified teachers shy away from working in urban and rural schools. The review of the Ed Trust recommendations showed the report missed an opportunity to address the root causes of the nation’s teacher retention problem and failed to explain the impact of previous federal and state policies on teacher recruitment and retention.
The review also found the report contained significant omissions and relied heavily on think tank reports to support its recommendations, including five of its own.
Furthermore, the report provided little or no guidance as to how to define, identify or access high-quality teachers. It did not provide tools or insights that help state leaders attract and retain high-quality teachers, nor did it identify ways for leaders to understand how to develop incentives and cultures that attract and retain high-quality teachers in high-needs schools.
The review was commissioned by National Education Policy Center with funding from the Great Lakes Center. WEAC partners with the Great Lakes Center to provide reviews of education-related studies. WEAC President Ron Martin sits on the Great Lakes Board of Directors and shares this academic review of a study about tackling gaps in access to strong teachers.