Educator Supply, Demand, and Quality in North Carolina: Current Status and Recommendations

• In Event: The Role of Research and Researchers in Supporting States to Take Responsibility and Action for Addressing Educational Equity

Abstract

The court decision in the Leandro case emphasizes children’s rights to qualified teachers and principals who can provide an education that prepares students for college and careers and meets the needs of those placed at risk. Providing high-quality educators for each child demands that the state have an adequate supply that is equitably distributed, along with a teacher education system that prepares educators to meet children’s needs. This study documented the current status of educator supply, demand, and quality in North Carolina for and makes recommendations for State actions to ensure that all children have access to well-prepared educators and leaders. Researchers examined current and past status, policies and programs for providing an effective teacher in every classroom with respect to:

•Educator supply, demand and quality
•Mobility and attrition of teachers
•Access to fully prepared and experienced educators for all students, but particularly historically underserved students

Researchers utilized a mixed-methods approach and included reviews of prior research; analyses of existing state administrative data sets and survey data from NCES; data from an original survey sent to every principal in the state; perceptual data from interviews and focus groups with teachers, principals, superintendents and other district and state professionals from across the state; and other extant data.

Key findings emerged from the study:
1. Teacher supply is shrinking and shortages in the state are widespread.
2. The average quality of teachers entering the workforce has declined.
3. Experienced, licensed teachers have the lowest annual attrition rates.
4. Teacher demand is growing, and attrition increases the need for hiring.
5. Changes to key state programs (e.g., Teaching Fellows, New Teacher Support) have decreased its ability to positively improve the quality and supply of the teacher workforce.
6. Salaries and working conditions influence both retention and school effectiveness.
7. The overall current teacher workforce does not reflect the student population.
8. Disadvantaged students in the state have less access to effective and experienced teachers.

Given the key findings, providing a qualified, well-prepared and effective teacher in every classroom poses an enormous challenge, which will require a systemic, multifaceted approach to build and maintain the teaching workforce needed throughout the state. These studies contribute to the discussion of how to address the current state for economically disadvantaged students—that they are much more likely than their peers to be taught by less effective or less experienced teachers (Goldhaber, Lavery, & Theobald, 2015; DeMonte & Hanna, 2014), and that past remedies have failed to correct this problem at scale (Glazerman & Max, 2011). Specific recommendations and State actions to improve the supply and quality of educators will be discussed during this presentation.

Author

• Stephanie Levin, Learning Policy Institute