This study, by the Regional Educational Laboratory Southwest, highlights the issues around recruiting and retaining effective teachers in Oklahoma’s rural school districts. The paper seeks to identify teacher mobility patterns and community factors as well as indicators of effective recruitment and retention practices. Key findings include: (a) teachers in Oklahoma’s rural school districts have a 70 percent chance of earning […]
State Education Agency Administrator
10 Mentoring and Induction Challenges in Rural Schools and How to Address Them
This brief describes challenges new teachers encounter, specifically highlighting challenges faced by new teachers in rural school districts. Mentoring and induction programs are identified as one strategy for improving new teacher development and retention. However, the authors suggest that rural schools must design and implement mentoring and induction programs that address distinct challenges new teachers will face at their schools. […]
A Snapshot on Mentoring and Induction
This document is part of a snapshot series developed by the Center on Great Teachers and Leaders. This snapshot suggests that improving access to high quality educators for disadvantaged students in low performing school districts will aid in closing the achievement gap. This document briefly addresses the Every Student Succeeds Act (ESSA) definition of “evidence-based” and provides a figure to […]
Diversifying the Field: Barriers to Recruiting and Retaining Teachers of Color and How to Overcome Them
This study provides descriptive information on recruitment and retention of teachers or educators from diverse backgrounds. The paper provides an overview of the issues along with a discussion of barriers to recruiting and retaining teachers as well as policy levers used to overcome these barriers. The report is divided into three sections: (a) a review of the current state of […]
The Long-Run Impacts of Same-Race Teachers
This study found that Black primary-school students matched to a same-race teacher perform better on standardized tests and face more favorable teacher perceptions, yet little is known about the long-run, sustained impacts of student-teacher demographic match. Assigning a Black male to a Black teacher in the third, fourth, or fifth grades significantly reduces the probability that he will drop out […]