Center for American Progress

Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers?

Why Do High-Poverty Schools Have Difficulty Staffing Their Classrooms with Qualified Teachers?

Renewing Our Schools, Securing Our Future

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The failure to ensure that the nation’s classrooms, especially those in disadvantaged schools, are all staffed with qualified teachers is one of the most important problems in contemporary American education. The conventional wisdom holds that these problems are primarily due to shortages of teachers, which, in turn, are primarily due to recent increases in teacher retirement and student enrollment. Unable to compete for the available supply of adequately trained teachers, poor school districts, especially those in urban areas, the critics hold, end up with large numbers of underqualified teachers. The latter is, in turn, held to be a primary factor in the unequal educational and occupational outcomes of children from poor communities. Understandably, the prevailing policy response to these school staffing problems has been to attempt to increase the supply of teachers. In recent years, a wide range of initiatives has been implemented to recruit new candidates into teaching, especially to disadvantaged settings.

This report investigates the possibility that other factors – those tied to the characteristics and conditions of schools – are behind the teacher shortage crisis. Unlike earlier research, this analysis focuses on those kinds of schools deemed most disadvantaged and the most needy – those serving rural and urban, low-income communities. The data utilized in this investigation are from the Schools and Staffing Survey and its supplement, the Teacher Follow-up Survey conducted by the National Center for Education Statistics, the data collection arm of the U.S. Department of Education. This is the largest and most comprehensive source of data on teachers available.

The data indicate that school staffing problems are not primarily due to teacher shortages, in the sense of an insufficient supply of qualified teachers. Rather, the data indicate that school staffing problems are primarily due to a “revolving door” – where large numbers of qualified teachers depart from their jobs long before retirement. The data show that high-poverty public schools, especially those in urban communities, lose, on average, over one fifth of their faculty each year. In such cases, ostensibly, an entire staff could change within a school in only a short number of years.

The data show that much of the turnover is accounted for by teacher job dissatisfaction and teachers pursuing other jobs. The analyses indicate that one reason for high rates of turnover in these schools is, not surprisingly, teacher compensation. Teachers in these schools are often paid less than in other kinds of schools and depart accordingly. But, the data also indicate that low salaries are not the only reason for the high level of turnover in disadvantaged schools. Significant numbers of those who depart from their jobs in these schools report that they are hampered by inadequate support from the school administration, too many intrusions on classroom teaching time, student discipline problems and limited faculty input into school decision-making.

From a policy perspective, the data suggest that schools are not simply victims of large-scale, inexorable demographic trends. In plain terms, the data suggest that recruiting more teachers will not solve staffing inadequacies if large numbers of such teachers then leave the profession. This report concludes that if schools want to ensure that all students are taught by qualified teachers, as the No Child Left Behind Act now mandates, then they must be concerned about low teacher retention rates.

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