Compensation, school leadership and job and workplace satisfaction are factors associated with teacher turnover, according to the Learning Policy Institute’s (LPI) March report Teacher Turnover in the United States: Who Moves, Who Leaves, and Why.
Each year, the California Commission on Teacher Credentialing is required to submit a report providing data about the supply of new teachers available in the state to the governor and Legislature. Determining teacher supply is essential for policymakers as they analyze how current statutes and […]
A new report from the National Institute for Early Education Research (NIEER) explores state preschool policies related to assistant teacher qualification requirements, strategies to meet those requirements, compensation policies, and professional development (PD) supports available to, and required for, assistant teachers.
A new brief from the UCLA Center for the Transformation of Schools highlighted evolving trends in California’s teacher pipeline and workforce from 2019–20 through 2023–24. Researchers found that during this six-year time period, the number of experienced teachers decreased while the number of first-year teachers increased, suggesting both decreased teacher retention and increased recruitment post-COVID.
The U.S. is the sole high-income country that lacks guaranteed paid parental leave, according to the National Council on Teacher Quality’s (NCTQ) January report State of the States: Investing in Teachers and Families Through Paid Parental Leave. This leaves teachers, a woman-dominated field, without needed support and causes many to exit the profession or never enter it at all.
A federal grant will help rural Inyo County students upgrade classrooms to elevate student learning. The $700,000 Distance Learning and Telemedicine Grant from the United States Department of Agriculture will support Inyo COE in advancing educational access and equity in local rural and frontier communities by funding the initiative, Inyo LinkEd: Empowering Rural Education Opportunities.
A recent report and accompanying brief from the Learning Policy Institute (LPI) considers the experiences of teachers of color as the workforce’s diversity was stagnant at about 20 percent between 2018 to 2021. It also examines strategies to encourage more diversity in the field.
Nearly all states and about half of school districts reported special education teacher shortages in 2023–24, but turnover patterns vary, meaning state and district leaders need tailored policy responses that address local conditions rather than one-size-fits-all solutions, according to a recent study from the Brookings Institution.
A report by the Learning Policy Institute and EdPrepLab builds on recent research about how people learn and insights gained from leading-edge preparation programs. The report recommends changes that may benefit both educator preparation programs and the schools they will serve.
A recent report by the UCLA Center for the Transformation of Schools examines the federal role in supporting a diverse educator workforce and the importance of federal programs that have been canceled or are under threat from the Trump administration. In Protecting Pathways to the […]
