Teacher Shortages in New York State: New Teachers' Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District. REL 2022-109

Autor/inn/en	Zweig, Jacqueline; Lemieux, Camille; Shakman, Karen; O'Dwyer, Laura; Schillaci, Rebecca
Institution	National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES); Education Development Center, Inc. (EDC); Regional Educational Laboratory Northeast & Islands (ED/IES)
Titel	Teacher Shortages in New York State: New Teachers' Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District. REL 2022-109
Quelle	(2021), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Shortage; Teacher Placement; Teacher Certification; Teacher Persistence; Faculty Mobility; School Districts; Alternative Teacher Certification; Teaching Experience; Charter Schools; Preschool Education; Institutional Characteristics; Beginning Teachers; Teacher Selection; Intellectual Disciplines; Teacher Qualifications; Public School Teachers; Urban Schools; Suburban Schools; Rural Schools; School Location; Elementary School Teachers; Secondary School Teachers; New York + Suchen Sie Ihr Suchwort? Lehrermangel; School district; Schulbezirk; Charter school; Charter-Schule; Pre-school education; Vorschulerziehung; Junior teacher; Junglehrer; Geisteswissenschaften; Lehrqualifikation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Schulgelände; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	New York State is experiencing teacher shortages in specific subject areas. One way to address these shortages is through the certification and placement of new teachers. This study explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts. While the majority of new teachers earned certificates through the traditional in-state pathway, this varied somewhat by certification area. The proportion of teachers who earned certificates through the individual evaluation pathway was higher for the shortage certification area of career and technical education than for other certification areas. The most frequent certification area was the shortage certification area of special education, while the shortage certification areas of career and technical education and bilingual special education were among the least frequent. New York City district schools employed new teachers who earned certificates through the alternative in-state pathway at a higher rate than other types of high-need districts (rural, large city--not New York City, and other urban/suburban) as well as average- and low-need districts. New teachers employed in high-need districts had higher rates of retention in the same district for a second year than new teachers employed in average- and low-need districts. Just 5 percent of new teachers in New York State were uncertified. [For the Study Brief, see ED615883. For the Study Snapshot, see ED615882. For the appendixes, see ED615884.] (As Provided).
Anmerkungen	Regional Educational Laboratory Northeast & Islands. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northeast/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01