What Do Teacher Job Postings Tell Us about School Hiring Needs and Equity? Working Paper No. 282-0323

Autor/inn/en	Goldhaber, Dan; Falken, Grace; Theobald, Roddy
Institution	National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
Titel	What Do Teacher Job Postings Tell Us about School Hiring Needs and Equity? Working Paper No. 282-0323
Quelle	(2023), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Job Application; Personnel Selection; Equal Education; School Administration; Public Schools; Equal Opportunities (Jobs); Job Applicants + Suchen Sie Ihr Suchwort? Bewerbung; Personalauswahl; Personalentscheidung; Public school; Öffentliche Schule; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Bewerber
Abstract	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. (As Provided).
Anmerkungen	National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01