Teacher Workforce Developments: Recent Changes in Academic Competitiveness and Job Satisfaction of New Teachers

Benjamin Master, Min Sun? and Susanna Loeb
Additional contact information
Benjamin Master: The RAND Corporation Arlington, VA 22202 Author email: bmaster@rand.org
Min Sun?: College of Education University of Washington Seattle, WA 98195 Author email: misun@uw.edu
Susanna Loeb: Center for Education Policy Analysis Stanford University Stanford, CA 94305 Author email: sloeb@stanford.edu

Education Finance and Policy, 2018, vol. 13, issue 3, 310-332

Abstract: Policy makers and school leaders are perennially concerned with the capacity of the nation's public schools to recruit and retain highly skilled teachers. Over the past two decades, policy strategies including the federal No Child Left Behind Act and alternative pathways to teaching, as well as changes in the broader labor market, have altered the context in which academically skilled college graduates choose whether to enter teaching, and, if so, where to teach. Using data from 1993 to 2008, we find that schools nationwide are recruiting a greater share of academically skilled college graduates into teaching, and that increases in teachers’ academic skills are especially large in urban school districts that serve predominantly nonwhite students. On the other hand, the increase in the share of academically skilled teachers coincides with the lower likelihood of nonwhite teachers being employed. Once teaching, nonwhite teachers report substantially lower job satisfaction than other teachers. The issue of how to recruit and support an academically skilled and diverse teacher workforce remains pressing.

Date: 2018
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
http://www.mitpressjournals.org/doi/pdf/10.1162/edfp_a_00215 (application/pdf)
Access to PDF is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:tpr:edfpol:v:13:y:2018:i:3:p:310-332

Ordering information: This journal article can be ordered from
https://mitpressjour ... rnal/?issn=1557-3060

Access Statistics for this article

Education Finance and Policy is currently edited by Stephanie Riegg Cellini and Randall Reback

More articles in Education Finance and Policy from MIT Press
Bibliographic data for series maintained by The MIT Press ().