New research shows where we've made progress and what still needs work, especially to retain educators of color. Richard Ingersoll and his team of researchers analyze the best national data to uncover what trends and changes have occurred in the diversity of the K-12 teaching force over time. Their five findings reveal some interesting facts. [A…

Purpose: The objective of this study is to provide an overall national portrait of elementary and secondary teacher shortages and teacher turnover in rural schools, comparing rural schools to suburban and urban schools. This study utilizes an organizational theoretical perspective focusing on the role of school organization and leadership in the…

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? We examine a wide range of measures of teachers' subject-matter education and pedagogical preparation. We also compare different fields of…

Empirical research on the supply and demand of math and science teachers finds some surprising results. The employment of qualified math and science teachers has more than kept pace with the demand, and most schools find qualified teachers for those positions. However, about a third of public schools--particularly high-poverty, high-minority, and…

This study examines and compares the recruitment and retention of minority and White elementary and secondary teachers and attempts to empirically ground the debate over minority teacher shortages. The data we analyze are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey and its longitudinal…

This study seeks to empirically ground the debate over mathematics and science teacher shortages and evaluate the extent to which there is, or is not, sufficient supply of teachers in these fields. The authors' analyses of nationally representative data from multiple sources show that math and science are the fields most difficult to staff, but…

This study examines the magnitude, destinations, and determinants of the departures of mathematics and science teachers from public schools. The data are from the National Center for Education Statistics' nationally representative Schools and Staffing Survey and its longitudinal supplement, the Teacher Follow-up Survey. Our analyses show that…

Argues that high levels of teacher turnover, not the shortage of new recruits, is the major reason why teacher demand exceeds supply, except in those states that have reduced class size such as California. (PKP)

In recent years there has been an increase in the number of programs offering support, guidance, and orientation for beginning teachers during the transition into their first teaching job. This study examines whether such programs--collectively known as induction--have a positive effect on the retention of beginning teachers. The data used in the…

Proposes alternative explanation for teacher shortage. Data suggest that attrition among beginning teachers, largely due to poor working conditions, is the root cause of the teacher shortage. Discusses what schools can do to reduce new-teacher attrition. (Contains 14 references.) (PKP)

This chapter summarizes what the best available nationally representative data reveal about the rates of, and reasons for, the turnover of math and science teachers. The results show that contrary to conventional wisdom, the problems schools have adequately staffing classrooms with qualified teachers are not due to increases in student enrollment…

In recent years there has been a growing interest in support, guidance, and orientation programs--collectively known as induction--for beginning elementary and secondary teachers during the transition into their first teaching jobs. This study examines whether such supports have a positive effect on the retention of beginning teachers. The study…

Schools and Staffing Survey and Teacher Followup Survey data on public school teachers from 1987-2000 show that 40-50% of beginning teachers leave after 5 years. Turnover is higher in high-poverty and urban schools. Almost half leave due to job dissatisfaction (low salaries, lack of support and input, discipline) or pursuit of better jobs/careers.…

Recent research indicates that large numbers of U.S. classrooms are staffed with unqualified teachers. This is not due to teacher shortages, but rather to shortages of qualified teachers for specific positions. Hiring practices result in out-of-field teaching. The research indicates that qualified teacher shortages stem from teachers leaving or…

Investigates the possibility that the organizational characteristics and conditions of schools are driving teacher turnover. Analysis of data from the National Center for Education Statistics (NCES) indicates that the amount of turnover accounted for by retirement is relatively minor when compared with that associated with other factors such as…