Teacher Supply, Demand, and Quality Policy Issues, Models, and Data Bases (1992) / Chapter Skim
Currently Skimming:
PART I INTRODUCTION
PART I INTRODUCTION
Pages 1-18
The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 3... ...
We have learned, for example, that yearly attrition rates can be deceptive for predicting future needs since many departing teachers eventually return to teaching after a few years. Nearly 40 percent of current teachers have taken just such a break and returned to the classroom (Feistritzer, 1990~.
|
From page 4... ...
This common practice reflects an inadequate understanding of the nature of knowledge and results in a flawed approach to learning. We now know that to attain true understanding, students must be able to use facts to think and analyze for themselves, not just to recall isolated bits of data.
|
From page 5... ...
In her paper, Mary Kennedy makes a recommendation that is particularly worth considering. She recommends that National Assessment of Educational Progress (NAEP)
|
From page 6... ...
Emily lsso Profile of Teachers in the United States, 1990. A National Center for Education Information survey.
|
From page 7... ...
Back in 1974, NCES was charged with conducting surveys to determine the demand for and the availability of qualified teachers and administrative personnel, especially in critical areas. This charge was enacted about the time Washington concluded that there was a teacher glut, and that the Edu 7
|
From page 8... ...
Congress gave NCES the additional assignment to address needs for teachers in various subject areas; to examine possible teacher shortages; to identify the sources of teacher supply; to monitor the teaching force in terms of its demographic characteristics, academic qualifications, job preparation, experience, and skills; and to determine the rate at which teachers leave the profession along with their reasons for leaving. At the present time, much attention and energy are being devoted to the development and measurement of progress toward national education goals.
|
From page 9... ...
In terms of policy issues, it is interesting to note that, in the last few years, there has been less concern about teacher shortages; rather, the major policy issue is now becoming teacher quality. The Kennedy paper does a very good job of elucidating the quality issue.
|
From page 10... ...
The teacher common market project in the New England states and New York indicates interest in these issues not only at the state level, but also at the regional level. There is growing interest as well in the Southern and North Central states for regional data bases on teachers.
|
From page 11... ...
We will be able to link financial data from the district level with the many population characteristics generated by the census mapping project when information from the mapping project becomes available in late 1992 or early 1993, thereby enhancing the analytic utility of that data base. In the coming years, NCES will work closely with the Census Bureau in a number of ways to enhance the school district finance data.
|
From page 12... ...
I will leave to these expert authors the technical discussion of model development and of teacher quality and practice issues. Their papers are important and useful and will reward all who read them.
|
From page 13... ...
The future supply of teachers in our nation will come from the high school classrooms of America, where from 4 to 7 percent of students are achieving at the highest levels, as measured by various tests administered by the National Assessment of Educational Progress. Whether it is reading, mathematics, science, or other subjects just a scant few of our twelfth graders are demonstrating a level of knowledge and skills that is reasonable to expect of the majority of our prospective high school graduates- certainly the ones that go on to college, and that's half of them.
|
From page 14... ...
There is no reason why employers and unions can't use the existing system to line up incentives in the right direction: Instead of rewarding any course taking, why not reward taking courses and completing programs that boost teacher quality? For example, most states do not require elementary school teachers to know much math and science, and, as far as I can tell, these teachers do not go on to take courses in these subjects (and how to teach them)
|
From page 15... ...
Some look at the reduction in world hostilities and see a peace dividend in the form of retiring military personnel who may be interested in teaching. Tens of thousands of career military personnel may become available through programs jointly supported by the Department of Defense and the Department of Education.
|
From page 16... ...
We also need to pay attention to the new teachers who will need support systems if they are to survive. Studies tell us a number of troubling things about new teachers: that those with the highest credentials are the first to leave, that half leave within a short period of time, and that our present system of teacher induction fails 50 percent of those who use it.
|
From page 17... ...
ALBERT SHANKER 17 ers each year, increasing the supply and actually doing something about the quality issue as well. Retirement is another important factor in teacher supply, and it will rise in importance as the teaching force ages.
|
Key Terms
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More
information on Chapter Skim is available.