Three Leaks in the Massachusetts Teacher Pipeline. An Essay for the Learning Curve

Autor/in	Rucinski, Melanie
Institution	Urban Institute
Titel	Three Leaks in the Massachusetts Teacher Pipeline. An Essay for the Learning Curve
Quelle	(2023), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Public Schools; Students; Teachers; Minority Group Teachers; Teacher Shortage; Evidence; High School Graduates; Vocational Interests; Teaching (Occupation); State Legislation; Data; Educational Policy; Certification; Teacher Supply and Demand; Massachusetts + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Lehrermangel; Evidenz; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Berufsinteresse; Teaching; Lehrberuf; Landesrecht; Daten; Politics of education; Bildungspolitik; Abschlusszeugnis; Zertifizierung; Lehrerbedarf; Master-Studiengang
Abstract	In Massachusetts, as is true nationally, teachers are less racially diverse than students. As of the 2021-22 school year, 87 percent of teachers in the state were White, compared with only 54 percent of students. In response to this disparity, Massachusetts lawmakers have proposed legislation targeting the shortage of teachers of color. In this report, the author uses data on Massachusetts K-12 public school students and teachers to provide evidence on three leaks in the teacher pipeline that policies could target to support teaching candidates of color. The sample consists of Massachusetts public school students from the high school graduating classes of 2003 to 2013 who indicated an interest in teaching by taking the state's Communications and Literacy Skills Test (CLST), which is required for teacher licensure. (ERIC).
Anmerkungen	Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01