A Review of the Research Literature on Teacher Recruitment and Retention
This literature review represents a comprehensive and critical examination of research published since 1980 on the topic of teacher recruitment and retention in the United States. It is designed to provide a broad understanding of the patterns governing the entry and exit of individuals into and from teaching and the evidence regarding the types of policies that affect teacher recruitment and retention.
This literature review represents a comprehensive and critical examination of research published since 1980 on the topic of teacher recruitment and retention in the United States. It is designed to provide a broad understanding of the patterns governing the entry and exit of individuals into and from teaching and the evidence regarding the types of policies that affect teacher recruitment and retention.
Center on Personnel Studies in Special Education
COPSSE is a cooperative agreement between the U. S. Department of Education, Office of Special Education Programs, and the University of Florida. Teams of COPSSE scholars are preparing nine research syntheses on (a) the supply and demand of special education teachers, (b) the character and effectiveness of teacher education, and (c) certification and licensure issues.
IDEAdata
IDEAdata presents the most recent State-reported data available collected by the U.S. Department of Education, Office of Special Education Programs as required under Section 618 of IDEA.
IDEAdata presents the most recent State-reported data available collected by the U.S. Department of Education, Office of Special Education Programs as required under Section 618 of IDEA.
National Center for Education Statistics
NCES is the primary federal entity for collecting and analyzing data that are related to education in the United States and in other nations.
NCES is the primary federal entity for collecting and analyzing data that are related to education in the United States and in other nations.
Production and Retention of Beginning Teachers from 1999 to 2003: A Comparison of Preparation Routes, March 2004
By Karen S. Herbert, Research Specialist, TX State Board for Educator Certification
Texas’ report on production, attrition and retention rates of teachers by certification route.
By Karen S. Herbert, Research Specialist, TX State Board for Educator Certification
Texas’ report on production, attrition and retention rates of teachers by certification route.
OSEP - U.S. Department of Education Office of Special Education Programs
OSEP provides formula grants to states, and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers.
OSEP provides formula grants to states, and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers.
Survey of Personnel Needs in Special Education
SPeNSE provides information on the quality of the workforce nationally, within each geographic region, and within and across personnel categories. In addition, researchers are using this information to explain the quality of the workforce based on state and local policies, preservice education, continuing professional development, and working conditions.
SPeNSE provides information on the quality of the workforce nationally, within each geographic region, and within and across personnel categories. In addition, researchers are using this information to explain the quality of the workforce based on state and local policies, preservice education, continuing professional development, and working conditions.
The support gap: New teachers' early experiences in high-income and low-income schools – October 2004
In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job.
In this article, the authors consider three sources of support for new teachers—hiring practices, relationships with colleagues, and curriculum—all found in earlier research to influence new teachers’ satisfaction with their work, their sense of success with students, and their eventual retention in their job.
Role of Principal Leadership in Increasing Teacher Retention, 2004
Written by Charlotte Advocates for Education (CAE), a NC independent non-profit organization.
This research report explores the relationship between principals and teacher retention by studying principals, particularly those in high needs schools, who have been more successful in retaining teachers while increasing student achievement.
Written by Charlotte Advocates for Education (CAE), a NC independent non-profit organization.
This research report explores the relationship between principals and teacher retention by studying principals, particularly those in high needs schools, who have been more successful in retaining teachers while increasing student achievement.
Profile of Alternative Route Teachers
Published by National Center for Education Information 2004 and available at www.teach-now.org.
The survey, Profile of Alternate Route Teachers, was conducted by the National Center for Education Information, which has been documenting what is going on in this field since 1983. Last year about 35,000 individuals entered teaching through alternate routes. About half of the survey respondents (47 percent) say they would not have become teachers if an alternate route had not been available. Only about 20 percent say they would have gone back to college to get a teaching certificate.
Published by National Center for Education Information 2004 and available at www.teach-now.org.
The survey, Profile of Alternate Route Teachers, was conducted by the National Center for Education Information, which has been documenting what is going on in this field since 1983. Last year about 35,000 individuals entered teaching through alternate routes. About half of the survey respondents (47 percent) say they would not have become teachers if an alternate route had not been available. Only about 20 percent say they would have gone back to college to get a teaching certificate.
