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Findings of this study indicate that preservice teachers engaged in student teaching tend to become less humanistic and more authoritarian in their relations with students as the student teaching experience progresses. In addition, inner-city student teachers tend to be more custodial before they begin student teaching than are suburban student teachers after they complete student teaching. The sample for the study consisted of fifty-eight secondary school student teachers in suburban schools and twenty-seven secondary student teachers in inner-city schools. Subjects were administered the Pupil Control Ideology Inventory Questionnaire during prestudent teaching orientation and again during the last week of student teaching. Survey results indicate that student teachers tend to enter student teaching with an idealistic and sometimes erroneous concept of what is involved regarding discipline maintenance in the classroom, thus undergoing a marked change toward more dominant classroom control forms as the experience progresses. The more stringent screening process for student teachers in inner-city schools appears to account in part for the finding that these student teachers are more custodial before they begin student teaching than are suburban student teachers after they complete student teaching. (MB)

This research was designed to develop and test a model of the Air Force manpower market. The study indicates that previous manpower supply studies failed to account for simultaneous determination of enlistments and retentions and misinterpreted regressions as supply equations. They are, instead, reduced form equations resulting from joint interaction of Air Force demand and enlistment supply activity. A stochastic process model is used to represent the Air Force manpower market. Variables determining manpower inventory levels, personnel turnover, and new enlistment flows are the mandated force level requirement, Air Force and civilian wages, the unemployment rate, and perceived civilian returns to Air Force-provided training. In the model it is possible to trace the impact of changes in the determining variables upon retention and enlistments. The empirical work supports the simultaneous demand and supply approach developed in the study. The results indicate that (1) changes in force level account for most enlistment rate changes during the all-volunteer force period, (2) higher Air Force wages have improved retention and reduce demand for new enlistments, (3) accessions show lower Air Force Qualifications Test scores, and (4) previous estimates of military manpower supply elasticities are biased downward from true elasticity. (Author/CSS)

Internships have become a vital stepping stone for students transitioning from college to career. They offer learners the chance to explore career paths, build essential skills, and increase their chances of securing employment after graduation. However, the demand for internships far exceeds the available supply, leaving millions of students without the opportunities they need to succeed. "Expanding Internships: Harnessing Employer Insights to Boost Opportunity and Enhance Learning" explores this critical issue. The report reveals that in 2023, while 3.6 million students completed internships, another 4.6 million who sought similar experiences were unable to participate, often due to barriers related to race, socioeconomic status, and educational background. Through in-depth research and interviews with employers, the report identifies the key challenges companies face in offering internships, from operational constraints to market uncertainties. It also highlights the importance of quality in internship programs--students who complete high-quality internships gain a significant advantage in the job market. To address these challenges, BHEF offers four actionable recommendations aimed at increasing the supply of internships, improving their quality, and ensuring that all students have access to these critical opportunities.

This report draws on insight from a nationally representative survey of schools in England, a convenience sample of nearly 1,500 supply teachers and qualitative research with 60 supply teachers, 22 leaders, and seven supply teacher providers conducted in 2023. It explores individuals' motivations for entering the supply market, along with the reasons schools use supply teachers and the ways in which they are deployed. Current models for the procurement, management and professional development of supply teachers are also examined.

The path to becoming a school principal is characterized by a variety of trajectories that reflect the diverse experiences and backgrounds of aspiring leaders. While ideally the road to the principalship would result in a proportional and representative body of principals, research has shown this is rarely the case. To gain a better understanding of where sorting mechanisms may occur along the principal pipeline, this paper longitudinally analyzes the full, start-to-finish career trajectories of over 1.6 million educators in Texas for 30 years. Using social sequence analysis and discrete-time hazard modeling, we find that (1) emergent principals tend to stay in their first teaching position longer than other educators and most often take a direct pathway towards the principalship; (2) proportionally, more principals emerge from elementary, ELA, Social Studies, or STEM fields, while fewer come from Special Education; (3) holding other features constant, male and Black educators are more likely to become a principal while female and Hispanic educators are less likely; and (4) educators are more likely to first become principals when transitioning to a smaller school with more Black and/or Hispanic students. While the pipeline does result in a balanced principal market in some areas, increasing efforts to encourage a more diverse content area representation as well as representation for Hispanic educators in Texas will be particularly important.

In the 21st century, education has become America's most significant marker of class privilege. People with bachelor's and advanced degrees have mostly prospered, while wages for those with less education have fallen. This divergence in economic fortunes lies at the heart of our country's present economic and political discontents. Federal and state policies remain strongly biased in favor of subsidies to Americans who go to college, specifically those who acquire a 4-year degree. The nation's chronic underinvestment in work-related learning, experiences, and supports is not just unjust, it is bad economics. It squanders our most precious resource -- our workers -- and subtracts from U.S. productivity growth and competitiveness. American workers deserve better than a binary choice between an overpriced college degree program and a patchwork of public and private job training programs of uneven quality. Instead, U.S. leaders should equalize opportunity for workers, regardless of what path they choose. This means building a world-class education system that is inclusive of all options, not just college, to ensure greater upward mobility for American workers. This report is the first in a series of Campaign Blueprints detailing new ideas that can help Democrats reach across today's yawning "diploma divide" and reconnect with the working-class voters who have historically been the party's mainstay.

In 2022, Maryland implemented a new initiative focused on removing degree requirements from state positions. This initiative opened over 19,000 jobs to more than 1.3 million individuals Skilled Through Alternative Routes (STARs)--such as community college, workforce training, or on-the-job experience--rather than through a bachelor's degree in the State of Maryland. Skills-based/skills-first hiring has since branched across the U.S., with 22 states opening more than 467,000 jobs to STARs across the nation. Following Maryland's announcement to remove degree requirements from state positions, the Association of Community College Trustees (ACCT) launched the Skills-Based Hiring Initiative in 2023. The focus of ACCT's initiative is to facilitate a pilot program in Maryland dedicated to increasing the effectiveness of skills-based hiring. ACCT partnered with Opportunity@Work, the State of Maryland, and four Maryland Community Colleges (Carroll Community College, Community College of Baltimore County, Frederick Community College, and Howard Community College). This brief serves as a review of lessons learned and recommendations from the Maryland pilot program for institutions, organizations, and state/local government agencies looking to partner to create pathways for STARs. This brief outlines the initial scope of the project and how ACCT had to pivot, along with challenges that were encountered, lessons learned along the way, and it highlights the project that has resulted in improved collaboration with a community college and a state agency that has had significant vacancy rates. [Opportunity@Work partnered with the Association of Community College Trustees (ACCT) to produce this report.]

Professional references are widely used in hiring decisions, yet their effectiveness remains largely understudied. This study analyzes structured ratings collected from the professional references of teacher applicants and conduct an experiment to see whether the ratings influence hiring managers' assessments of applicants and hiring decisions. There is little evidence that providing reference ratings to hiring managers influences their evaluations of candidates or hiring choices in productive ways. However, the analysis suggests that reference ratings are predictive of future job performance independent of other applicant information available to hiring managers. The result is a paradox: reference ratings offer potentially low-cost, high-value information, but hiring managers do not appear to make productive use of them.

We use frame analysis to analyze the first iteration of the Texas District of Innovation policy, which allows districts to take exemption from state education requirements mandating the hiring of a state certified teacher. We analyzed 451 district policies and find the plans use very similar, and sometimes identical, language to frame both the problem of teacher shortage and their proposed solutions, even though the districts may be geographically and demographically different. The districts most often propose two solutions to the certified teacher shortage, 1) flexibility and 2) local control over teacher certification decisions, including hiring unlicensed teachers and locally certified teachers.

The $189.5 billion Elementary and Secondary School Emergency Relief (ESSER) Fund was authorized by Congress to help address the urgent needs of schools brought about by the COVID-19 pandemic. In the first years of COVID-19, ESSER funding was critical to helping schools quickly and safely reopen and sustain in-person instruction. Three years later, results are being seen of the Biden-Harris Administration's successful implementation of ESSER, including more adults working in elementary and secondary schools than before the pandemic in support of students' academic, mental health, and other needs; record expansions of tutoring, summer learning, and afterschool programs; and the greatest one-year gains in achievement nationwide since 2009. This FY 2022 report details four categories of fund use: (1) meeting students' academic needs; (2) ensuring operational continuity; (3) supporting mental health services; and (4) addressing physical safety. Within these four categories, the report provides additional information on key areas of spending including on high-dosage tutoring, out-of-school time programming, facilities upgrades and maintenance, stabilizing the educator workforce, and hiring staff to support student mental health. The data include information on spending, including planned spending, of ESSER funds across all three COVID-19 relief acts: (1) the Coronavirus Aid, Relief, and Economic Security Act (CARES Act); (2) the Coronavirus Response and Relief Supplemental Appropriations (CRRSA) Act, 2021; and (3) the American Rescue Plan (ARP) Act of 2021.

In this paper we examine academic recovery in 12 mid- to large-sized school districts across 10 states during the 2021-22 school year. Our findings highlight the challenges that recovery efforts faced during the 2021-22 school year. Although, on average, math and reading test score gains during the school year reached the pace of pre-pandemic school years, they were not accelerated beyond that pace. This is not surprising given that we found that districts struggled to implement recovery programs at the scale they had planned. In the districts where we had detailed data on student participation in academic interventions, we found that recovery efforts often fell short of original expectations for program scale, intensity of treatment, and impact. Interviews with a subsample of district leaders revealed several implementation challenges, including difficulty engaging targeted students consistently across schools, issues with staffing and limitations to staff capacity, challenges with scheduling, and limited engagement of parents as partners in recovery initiatives. Our findings on the pace and trajectory of recovery and the challenges of implementing recovery initiatives raise important questions about the scale of district recovery efforts. [The working paper received additional funding from Kenneth C. Griffin and AIR Equity Initiative.]

Innovative staffing models are promising, but challenging to scale up. What does the work of leading strategic staffing involve, and what could make scaling up easier? This report digs deep into the many challenges system leaders face when scaling up innovative staffing solutions. These leaders are trying to address longstanding teacher shortages and retention challenges by rethinking everything, including who they hire and how they design the job, provide support, build trust, and uproot old assumptions about the teaching role. The early results are promising: these leaders report fewer vacancies, higher staff satisfaction, and improved student learning experiences. This work is "so hard, but so rewarding"--and it could be much more manageable if policymakers, technical assistance providers, and researchers stepped up to share the load.

Today's dynamic and rapidly changing economy is marked by ongoing labor shortages and by continuous advancements in technology and industry. An organization's growth and success hinges on a skilled workforce that is capable of navigating these advancements. Skills-based practices (also referred to as skills-first practices) to select and develop talent have emerged as a way to support the needs and goals of the workforce (Curnow et al., 2021). Although employers continue to adopt and implement skills-based practices, education providers can also play a role by providing learners and jobseekers with opportunities to develop valuable skills and competencies to be competitive and effective in the workforce. This brief draws connections between the progress of and conversations among employers and education providers and the ways that foster further advancement of skills-based practices. The brief also explores (a) perspectives from employers on the challenges they face and on the benefits of skills-based practices; (b) perspectives from postsecondary education institutions on the challenges they face and on their motivations for adopting CBE models; and (c) early adoption trends and their impact on the broader education-workforce landscape.

This report provides an update on the 2021 California Classified School Employee Teacher Credentialing Program and presents the 2023 Annual Report to the Legislature on the California Classified School Employee Teacher Credentialing Program (Classified Grant) as required by statute (Education Code §44393(f)). The 2021-22 state budget appropriated $125 million one-time funds, available for five years through June 30, 2026, to expand the existing California Classified School Employees Teacher Credentialing Program (Classified Grant), which was initially funded with $20 million in 2016 and an additional $25 million in 2017 and had a project period that ended June 30, 2021. The 2022 annual state report was the final report for the 2016 and 2017 Classified Grant rounds, and the first report on the 2021 Classified Grant. This 2023 state report includes information on the 2021 Classified Grant Program and reflects the first year of program participant data collected for the 2021 Classified Grant Program. The local education agencies (LEAs) that successfully applied to this competitive grant program use these funds to support tuition, fees, books, and related services for participating classified staff; up to ten percent of grant funds may be used for program administrative purposes. This report responds to the requirements specified in statute and provides an update to policymakers and others interested in the California Classified School Employee Teacher Credentialing Program.

Prior research has found that economic downturns have positive effects on new teacher quality, but has not been able to determine the extent to which this relationship arises from a supply response (increased quantity or positive selection of teaching candidates) vs. a demand response (selection in hiring enabled by falling demand). In this paper, I use longitudinal data on students and teachers in Massachusetts to describe the effects of higher unemployment rates on both supply and demand for teachers. I show that students who graduate from college when unemployment rates are higher are more likely to take a teacher certification test, and that this effect is stronger among students who were higher achieving while in high school. On the demand side of the market, higher unemployment reduces new teacher hiring and the overall number of teachers employed, but I find no evidence that schools differentially employ higher achieving teaching candidates during economic downturns. While I cannot definitively rule out changes in demand-side selection, I show that much of the positive relationship between unemployment rates and teacher quality can be explained by positively selected supply. My results suggest that economic incentives impact both the quantity and the quality of new teaching candidates, with implications for attracting and retaining high-quality teachers outside of economic downturns.

This project is part of the American School District Panel (ASDP), a research partnership between the RAND Corporation and the Center on Reinventing Public Education at Arizona State University's Mary Lou Fulton Teachers College (CRPE). This report concludes research on five school systems to reveal the academic, social, and political challenges posed by the pandemic and what leaders and their staff are doing to address student learning loss. This report provides a possible explanation for why lackluster student test scores continue and why school systems struggle to implement and scale targeted student supports. Significant findings in this report include: (1) A crisis in the quality of classroom teaching is, leaders say, diverting time and resources away from targeted supports for students and toward improving classroom instruction; (2) Leaders report less day-to-day chaos, but unexpected challenges in staffing and teacher development have curtailed recovery efforts. As a result, their COVID recovery plans have been difficult, if not impossible, to carry out; (3) Plans for tutoring and other customized help have been undone by leaders' need to build (or rebuild) teachers' core skills; and (4) Millions of dollars and the best of intentions and efforts notwithstanding, leaders are struggling to overcome challenges to providing baseline services to students. [For the preceding report, see "Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey" (ED626297).]

In spring 2024, the authors surveyed 156 American School District Panel member districts about principal pipeline activities across seven domains -- leader standards, principal preparation, selective hiring and placement, on-the-job support and evaluation, principal supervision, leader tracking systems, and systems of support -- to estimate the share of U.S. public school districts engaged in such activities. Researchers also examined those activities by district enrollment size to investigate the hypothesis that the infrastructure to support the principal pipeline is mostly confined to large districts. This report is intended to support administrators of principal preparation programs, school district leaders, state department of education staff who oversee principal certification and leadership development, and education researchers who study school leadership.

The onset of the pandemic in spring 2020 substantially disrupted routes into teaching and offered a unique opportunity to study this process with different requirements for initial entry into the classroom. We examine the impacts of the Temporary Certificate of Eligibility (Temporary CE), which allowed teacher candidates in New Jersey to enter the workforce before completing assessment and performance requirements. Relative to the novice teacher workforce before the pandemic, Temporary CE teachers were substantially more diverse without any significant effects on teacher performance or student test scores. However, Temporary CE holders were less likely to remain in the same school or in the New Jersey teaching workforce between 2020-21 and 2021-22. Although Temporary CE holders disproportionately entered through alternate routes into teaching, these patterns hold for both traditional- and alternate-route entrants.

Research shows that students derive both social-emotional and academic benefits from a diverse educator workforce. The state has taken notable steps to prioritize a more diverse educator workforce in recent years. These include: (1) convening a California Department of Education (CDE) Educator Diversity Advisory Group, tasked with offering recommendations on recruiting and retaining greater numbers of educators of diverse backgrounds; (2) establishing coursework alternatives to standardized tests that have historically served as a barrier to access for candidates of diverse backgrounds who want to enter the teaching profession; and (3) making significant investments in teacher residencies and financial supports for teacher candidates. Nonetheless, the state has not yet established a clear vision and comprehensive action plan to recruit, prepare, and sustain an educator workforce whose diversity reflects that of California's students. To help set a statewide agenda, Californians for Justice (CFJ), The Education Trust--West (ETW), and Public Advocates (PA) partnered to develop a community-informed educator diversity road map. We reviewed research about educator diversity, including the recommendations issued by the CDE Educator Diversity Advisory Group, and compiled a list of proposals for the state on how to recruit, prepare, and retain educators of diverse backgrounds. Next, we recruited students, parents, educators, and administrators to participate in focus groups to discuss these proposals and offer insight and feedback. Although the focus group participants, particularly students, highlighted the need for and importance of an educator workforce that reflects the myriad identities that students hold, the primary foci of their input, and thus of this road map, were about how to recruit and retain more educators of color and multilingual educators. In addition, we use the term "educator" to primarily focus on teachers but also include school leaders, classified staff, and other adults who work with students in our public schools. After conducting focus groups and reviewing community feedback, we distilled six key recommendations that emerged from our conversations and offer several ways that the state, LEAs, and schools may implement these recommendations. [This report was produced with Public Advocates Inc.]

Systems navigators help local educational agencies (LEAs) meet the needs of students experiencing homelessness and decrease barriers to their education by connecting them--and often their families--to resources and community organizations that can provide wraparound services. This National Center for Homeless Education brief: (1) provides information on what systems navigators are and the role they play in supporting children and youth experiencing homelessness; (2) explores how LEAs leverage the systems navigator role as a helpful resource for meeting the needs of children and youth experiencing homelessness; and (3) provides examples from communities and LEAs that have expanded their services and coordination by hiring systems navigators.

Several decades of research using school administrative data show that teacher quality is inequitably distributed across schools. But these estimates may understate teacher-related inequities if they do not account for how teacher vacancies or late hires are distributed across schools. We investigate these hiring issues using data on a direct proxy of school hiring needs: teacher job postings collected from public school district websites. These data allow us to document how, over the course of the school year, hiring needs vary across districts, schools, and subject areas. We find that schools serving more students of color have greater hiring needs throughout the hiring cycle. We also find that hiring needs for special education and STEM positions are consistently higher than hiring needs for elementary positions. Schools with growing enrollments, as well as schools and subjects with higher prior attrition rates, also tend to have more job postings. Postings for schools in towns and rural areas tend to stay open longer than for schools in suburban and urban areas. Finally, we validate that job postings, which can be obtained quickly and inexpensively, are a good indicator of school and district needs in that they closely line up with eventual teacher hires.

The information presented in this brief comes from exploratory research activities designed to understand the role of career navigators; the competencies they need to be successful; and considerations for hiring, supporting, and training them. This brief can be used by adult education practitioners to: (1) Define job responsibilities and design hiring criteria for career navigators; (2) Make decisions about how to support career navigators; and (3) Identify trainings that support the development of career navigator competencies.

The decision to close schools in March 2020 was a massive disruption to public education. But pandemic-related closures did more than put in-person instruction on hold. School closures also meant that teacher candidates could not complete their student teaching experiences. Three years later, the negative consequences of school closures for students are well known: learning declined and pre-existing inequities grew. But how (if at all) changes to licensure requirements affected teachers and students is less clear. To provide an initial picture of what happened, this research brief describes the nature of pandemic-era licensure modifications, how many teachers they might have affected, and why we should care. The rough estimate suggests that around 100,000 graduates of traditional preparation programs might have entered the profession under changed licensure rules in 2020-2021. Most of these teachers likely would have entered the teacher workforce, regardless of the changes to licensure rules. Still, under normal circumstances, some of them might have failed their licensure test or balked at the costs of entering the profession; virtually all of them would, absent the changes, have completed student teaching before being hired.

This framework provides a set of recommendations for postsecondary institutions and employers to support Black learners and workers to build professional social capital. It expands on a related JFF market scan that maps the landscape of nonprofit and social enterprise-led social capital initiatives.

Today's learners are looking to explore career options that allow them to change their communities and often the language used to communicate careers and skill-building falls short of connecting a career path with a learner's passion. Similarly, while employers are searching for ways to increase dedication and retention among employees while also building a robust talent pipeline, employers are challenged to connect the skills and knowledge gained in Career Technical Education (CTE) programs to their employment needs. "Contribution to Society: Exploring Purpose-Driven Framing for Career Pathways" builds the case for purpose-driven framing for career advising, shares the results from preliminary research into this type of framing and lays out both implications for different populations and future work needed to validate and implement this framing. To better understand "contribution to society" as a frame for CTE, Advance CTE commissioned focus groups of both CTE and non-CTE learners at different levels and conducted in-depth interviews with business professionals responsible for hiring across six industries. Advance CTE's preliminary research shows that: (1) Titles and descriptions of programs of study or industry sectors alone are insufficient for effective advising; (2) Employers often misunderstand titles and descriptions of CTE programs or pathways and that these descriptions of programs do not consistently align with descriptions of their work; and that (3) The most effective framing of a program of study--for both learners and employers--links a learner's contribution to society to their career goals. This resource was made possible through the generous support of the Bill & Melinda Gates Foundation. Additional appreciation goes to Edge Research for participant recruitment and focus groups and interview facilitation.

American higher education has recently embraced a new tool for advancing its commitment to "diversity, equity, and inclusion" (DEI). Many colleges and universities are now engaged in "DEI cluster hiring," a practice which ultimately embodies higher education's turn toward political and social activism. Unfortunately, it has become a tool of choice for many universities across the United States. "Cluster hiring" is not itself new. DEI cluster hiring appropriates an established form of faculty recruitment that has a long history, especially in the natural sciences, where it meant the coordinated hiring of faculty members in several departments to work on a shared research topic. This older form of cluster hiring made and still makes sense because contemporary scientific research can require the combination of several kinds of expertise. In order to achieve its stated goals, DEI cluster hiring must include a host of additional interventions--in particular, a heavy reliance on diversity statements and a narrow focus on ethnicity or the themes of identity politics. These additional interventions transform cluster hiring into a means to embed DEI further into the fabric of the university, by creating dozens, and sometimes hundreds, of new faculty positions focused solely on diversity, equity, and inclusion. In this report, the author seeks to explain the phenomenon of DEI cluster hiring, demonstrate its widespread practice throughout academia, and highlight the dangers of the practice. Ultimately, DEI cluster hiring signals the total reorientation of the university's function from the pursuit of truth to the pursuit of political and social transformation.

For centuries, academies of higher learning around the world have at times been subject to intense pressure to change such things as what is taught, how it is taught, who teaches it, and how the academies are run. While no academics in the United States have been burnt at the stake, American colleges and universities have, over the years, felt enormous pressure from politicians, religious leaders, social organizations, and even some offices and factions inside the academies themselves to change curricula, prohibit or pursue certain fields of study, fire or hire faculty, or make changes in governance structures. This report analyzes the extent to which the written standards of college accrediting agencies include elements related to academic freedom. The standards of fifty-six accrediting agencies were examined with regard to four components critical to ensuring that colleges maintain academic freedom: (1) Faculty academic freedom; (2) Faculty job security; (3) Faculty academic leadership; and (4) Institutional autonomy. Most of the accreditors examined for this report are federally recognized, which means they have been determined to have certain structures and procedures. The requirements for federal recognition do not include academic freedom or related topics, though the federal requirements include an expectation that accreditors enforce any standards they adopt.

The Region 8 Comprehensive Center collaborated with the Indiana Department of Education to evaluate the obstacles many districts face in the teacher hiring process. The brief further discusses the importance of hiring timelines, benefits and barriers of early hiring, and recommendations and strategies for revising hiring timelines.

Faculty diversity plays a key role in college student completion and can have a major impact on students' sense of belonging, retention rates, and persistence. This report examines faculty diversity relative to student diversity, as well as hiring equity, tenure equity, and changes in faculty representation over time for Black and Latino faculty at public, four-year institutions, and highlights colleges and universities that are making progress on diversifying their faculties and those that have more work to do. The findings show that Black and Latino faculty are severely underrepresented at most public, four-year colleges and universities. When Black and Latino faculty are compared against student enrollment in 2020, it is found that more than half (57%) the institutions had failing grades for Black faculty diversity, while nearly four out of five (80%) had F grades for Latino faculty diversity. If institutions are going to increase faculty diversity, they will need to examine their hiring and retention practices, improve campus racial climates, and make resources available to faculty members of color, so they can build and hone their skills and find community. This report offers a variety of other recommendations for institutional leaders, advocates, and federal and state policymakers on building faculty diversity via funding and strategic planning and campus climate initiatives.

To develop and support an effective, diverse educator workforce, education leaders in California are encouraged to coordinate, or braid, state funds, federal funds, and specialized grants. By braiding funds, education leaders can adapt to the ebb and flow of annual budgets to better meet local needs that can improve outcomes for students. This brief is intended to support education leaders in California with braiding funds to address various educator workforce priority areas, such as hiring practices and recruitment and retention. Each section lists the state-specialized grants and other funding sources that can be braided to implement those strategies and is informed by recommendations from the California Coalition for Educator Diversity, as detailed in "A Funding Guide for More Diverse Schools in California." The examples in this brief are not an exhaustive list but are offered as a guide to help education leaders explore the types of funds that may be braided to achieve short-term and long-term priority areas that support educators' needs.

New York City's fast-growing tech sector has become the city's most consistent source of new middle- and high-wage jobs. But even as demand for tech talent surges, New Yorkers of color remain strikingly underrepresented among the city's tech workforce. As city leaders consider options for expanding access to the well-paying jobs powering the city's economic future, there is no institution better positioned to accelerate these efforts than the City University of New York (CUNY). CUNY graduates more than 9,000 students annually with science, technology, engineering, and math (STEM) degrees, including nearly 4,000 students with technology degrees. Among all CUNY students enrolled in STEM programs, approximately half are Black and/or Hispanic, and roughly 71 percent of all CUNY students come from households earning less than $40,000 per year, however most tech companies in the city employ few if any CUNY grads. This new report details the barriers that prevent larger numbers of CUNY graduates from breaking into the technology sector, showcases programs at CUNY and elsewhere that are working, and advances more than a dozen achievable policy recommendations to ensure that far more CUNY graduates are able to access well-paying tech careers. The study was informed by extensive data analysis and draws on more than 75 interviews with CUNY officials--including college presidents, administrators, faculty, and career advisors--as well as decisionmakers from technology companies, including HR officials and company executives; leaders of nonprofits focused on expanding pathways into the tech sector; and more than 20 current and former CUNY students pursuing technology careers. [This report was written with Eli Dvorkin.]

Although part-time faculty have long contributed specialized expertise to colleges and universities, their role has shifted away from specialized expertise as they have shouldered an increasing share of day-to-day teaching operations at colleges and universities. Today, part-time faculty provide higher education institutions a flexible workforce and a less expensive workforce alternative. Despite their significant impact, the research literature lacks an up-to-date integrative synthesis of the part-time faculty workplace on its own terms, an object of study unto itself instead of a less-than version of the full-time faculty workplace. In this paper, we summarize key themes from the existing research literature most relevant to the part-time faculty workplace, with attention to both the technical components of the workplace and the socio-cultural dimensions of part-time faculty members' daily work experiences.

C.R.S. 24-33.5-1905 (4) directs the Department of Higher Education (DHE, the Department) to prepare a report detailing progress made towards critical state cyber-security goals at institutions of higher education that received an appropriation through SB 18-086. Specifically, the report must include, at a minimum: (1) The number of faculty or adjunct faculty hired at each institution of higher education as a result of the funding; (2) The number of student internships created with the funding at each institution of higher education; (3) The number of degrees or certificates that have been awarded at each institution of higher education in connection with the funding; (4) The number of scholarships awarded at each institution in connection with the funding; (5) The number of presentations and seminars given on cybersecurity by each institution of higher education; and (6) The amount of all other money that has been raised to match the state investment, which may include tuition, fees, federal funds, and industry donations. Six governing boards were awarded funding in the 2020-2021 fiscal year. This report summarizes their spending.

We describe the extent and predictors of staffing challenges faced by school districts in Washington state throughout the 2021-22 school year using data collected from job posting websites for districts representing more than 98% of students in the state. These data suggest that school districts in the state faced considerable challenges filling paraeducator and, to a lesser extent, teaching positions at the beginning of the school year. When we focus specifically on teachers, we find that teacher staffing challenges were far more pronounced for special education positions and in schools serving more students of color, less pronounced for elementary positions, and highly correlated with teacher attrition from these types of positions after the prior school year. Accounting for these relationships, districts posted more teaching positions later in the school year when they had increasing student enrollments and received more Elementary and Secondary School Emergency Relief funds than nearby districts.

Most research about how to improve the teacher workforce has focused on interventions designed to improve incumbent teachers, far less attention has been directed toward teacher hiring processes and whether districts can make better hiring decisions. Using data from Spokane Public Schools and Washington state, we describe the findings from a study analyzing measures of the predictive validity of teacher applicant quality measures obtained from professional references. We find that professional reference ratings of prospective teachers are significantly predictive of teacher quality as measured by inservice performance evaluations and teacher value added in math. These findings are driven by applicants with at least some teaching experience and vary by rater type (e.g., principal or university supervisor); the magnitude of the relationship between the ratings of applicants and teacher performance is much smaller and not statistically significant for applicants that do not have teaching experience. Overall, the evidence suggests that obtaining explicit ratings of teacher applicants from professional references is a low-cost way to contribute to the applicant information available to hiring officials and has potential for improving hiring outcomes.

Since districts are often competing with each other and other higher-paying professions for new hires, it is imperative to consider ways to better engage and appeal to candidates. For human resource (HR) professionals and administrators to improve their efforts, they need to know how to cultivate effective relationships with potential new hires. Relationship-based recruitment provides for more connection with a candidate than the typical application and interview process of recruiting and hiring. Through this "high-touch" recruitment process, districts build relationships with candidates before a job is posted so candidates can learn more about a district or particular school prior to applying. By establishing a relationship with potential applicants early in the recruitment process, district administrators and teachers also learn about the possible fit of the candidate. This brief was developed in collaboration with the Indiana Department of Education to outline best practices for cultivating relationships with potential new hires. It goes over relationship-based recruitment and what it looks like to have an ongoing relationship-based recruitment with potential new hires for districts.

The COVID-19 pandemic upended the U.S. education system and the economy in ways that dramatically affected the jobs of K-12 educators. However, data limitations have led to considerable uncertainty and conflicting reports about the nature of staffing challenges in schools. We draw on education employment data from the Bureau of Labor Statistics (BLS) and State Education Agencies (SEA) to describe patterns in K-12 education employment and to highlight the limitations of available data. Data from the BLS suggest overall employment in the K-12 labor market declined by 9.3 percent at the onset of the pandemic and remains well below pre-pandemic levels. SEA data suggest that teachers have not (yet) left the profession in mass as many predicted, but that turnover decreased in the summer of 2020. We explore possible explanations for these patterns including (1) weak hiring through the summer of 2020 and (2) high attrition among K-12 instructional support staff. State vacancy data also suggest that schools are facing substantial challenges filling open positions during the 2021-22 academic year. Our analyses illustrate the imperative to build more timely, detailed, and nationally representative data systems on the K-12 education labor market to better inform policy.

This report offers analysis of the University of Tennessee's Diversity Action Plans. Every academic college and every Vice-Chancellor Unit on campus issued plans. True to Chancellor Donde Plowman's vision, these colleges and units propose extensive and ideologically-charged reforms. The National Association of Scholars finds in these plans nothing short of a blueprint for an institutional overhaul--the anatomy of a diversity, equity, and inclusion takeover. Such a takeover will have obvious implications for education at the University of Tennessee. The National Association of Scholars believes that true education will erode and indoctrination will flourish. These plans, moreover, reveal in extensive detail what an exhaustive diversity, equity, and inclusion program looks like. Thus the report provides a case study in the rolling revolution under way in academia.

The Texas Education Agency offers grants for districts to implement school turnaround strategies at low-performing schools. Districts that receive these grants can implement a school turnaround strategy (referred to as a district-managed restart strategy) that includes replacing principals and teachers at schools that the district identifies as struggling and needing additional support. The "Effects of a District-Managed Restart Strategy for Low-Performing Schools in Texas" study examined implementation of the restart strategy and its effects on teacher and principal mobility, student achievement, and student attendance. This document presents the following four appendixes that accompany the study: (1) Data and methods; (2) Supporting analyses; (3) Supplemental analyses; and (4) Interview sample and protocol. [For the full report, see ED621559. For the Study Snapshot, see ED621561.]

The Texas Education Agency offers grants for districts to implement school turnaround strategies at low-performing schools. Districts that receive these grants can implement a school turnaround strategy (referred to as a district-managed restart strategy) that includes replacing most of the principals and teachers at schools that the district identifies as struggling and needing additional support. From 2015/16 to 2018/19, 29 schools across four urban and suburban districts in Texas implemented a district-managed restart strategy in three cohorts: one district began in 2015/16, another in 2017/18, and two in 2018/19. This study used longitudinal administrative data and interviews with district and school leaders to examine implementation of the restart strategy and its effects on teacher and principal mobility, student achievement, and student attendance. Nearly 80 percent of the teachers at schools in the year before implementation of the restart strategy left before the beginning of the restart school year. Educators who arrived at restart schools were more likely to have more than three years of experience and to have an advanced degree than those who left or stayed. The restart strategy had a positive effect on student achievement in reading and math and on student attendance, but the effect on attendance was not sustained beyond the first year of implementation. Nearly all restart schools met accountability standards within the first three years of implementation. Finally, interviews with district and school leaders suggested that recruiting high-performing teachers to relocate to restart schools was time consuming and that the grant-funded salary stipend might not have been a large enough incentive for high-performing teachers to relocate. State leaders can use the results of this study to make decisions about continuing to offer grants for districts to implement the district-managed restart strategy in their low performing schools. [For the Study Snapshot, see ED621561. For the Appendixes, see ED621560.]

California State University, Bakersfield (CSUB) continues its five-year grant, "An Equitable Pathway to In-Demand STEM Careers," that began in Fall 2021 to facilitate Hispanic students' degree completion and career preparation in STEM fields. In the second year, the grant team has made satisfactory progress in offering summer and winter research opportunities and establishing year-round mentorship programs. Career talks, bilingual parent workshops, and a summit of high school counselors were held to support equitable pathway expansion. Two important positions (an Outreach/Community College Liaison and an Academic Advisor) were filled, and the budget allocation was adjusted to minimize the impact of the labor shortage on personnel hiring. The evaluation design is guided by a well-established model of Results-Based Accountability for program evaluation under Title III of the Higher Education Act. The report concludes with a review of past recommendations and an introduction of new recommendations for strengthening the program's "servingness" in the third year.