View in EDS

Tackling Teacher Shortages: What We Know about California's Teacher Workforce Investments

Saved in:
Bibliographic Details
Title: Tackling Teacher Shortages: What We Know about California's Teacher Workforce Investments
Language: English
Authors: Desiree Carver-Thomas, Melanie Leung-Gagné, Danielle Jeannite, Learning Policy Institute
Source: Learning Policy Institute. 2024.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 42
Publication Date: 2024
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Teacher Supply and Demand, Teacher Certification, Disadvantaged Schools, Grants, Incentives, State Programs, School Districts, Teacher Qualifications, State Aid, Educational Finance, Teacher Education Programs, Public Agencies, Elementary Secondary Education, State Departments of Education, Program Implementation
Geographic Terms: California
Abstract: Like many states across the nation, California is facing persistent teacher shortages. School districts continue to find it difficult to fill vacancies with fully credentialed teachers, especially math, science, special education, and bilingual education teachers. Teacher shortages impact student learning as districts resort to relying on a revolving door of underprepared teachers and substitute teachers, increasing class sizes, and cutting course offerings altogether. To tackle teacher shortages, especially in high-need schools, California has invested more than $1 billion to strengthen the teacher workforce. Three of California's largest investments in the teacher workforce are the Teacher Residency Grant Program ($672 million), Golden State Teacher Grant Program ($521 million), and National Board Certified Teacher Incentive Program ($250 million). In the initial years of administering these grants, state agencies have focused on establishing implementation processes and raising awareness about these programs. Data from the state's early investments show that these programs are gaining traction. however, they are funded through one-time allocations that are nearing expiration. This raises two questions: (1) To what extent are these investments supporting much-needed teacher workforce development strategies, and (2) Are they still needed in the current context? This report addresses these research questions by analyzing the California Department of Education Teaching Assignment Monitoring Outcomes data from 2020-21 to 2022-23 to gain a timely understanding of teacher shortages in the state. To understand the uptake and impact of California's major teacher workforce investments, the authors examined data from state agencies and conducted interviews with teacher preparation programs, district leaders, and grant recipients.
Abstractor: ERIC
Entry Date: 2025
Accession Number: ED670932
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED670932
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED670932
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Tackling Teacher Shortages: What We Know about California's Teacher Workforce Investments
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Desiree+Carver-Thomas%22">Desiree Carver-Thomas</searchLink><br /><searchLink fieldCode="AR" term="%22Melanie+Leung-Gagné%22">Melanie Leung-Gagné</searchLink><br /><searchLink fieldCode="AR" term="%22Danielle+Jeannite%22">Danielle Jeannite</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Policy+Institute%22">Learning Policy Institute</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+Policy+Institute%22"><i>Learning Policy Institute</i></searchLink>. 2024.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 42
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Bill and Melinda Gates Foundation
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Evaluative
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Disadvantaged+Schools%22">Disadvantaged Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Incentives%22">Incentives</searchLink><br /><searchLink fieldCode="DE" term="%22State+Programs%22">State Programs</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Qualifications%22">Teacher Qualifications</searchLink><br /><searchLink fieldCode="DE" term="%22State+Aid%22">State Aid</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Finance%22">Educational Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Agencies%22">Public Agencies</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22State+Departments+of+Education%22">State Departments of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Like many states across the nation, California is facing persistent teacher shortages. School districts continue to find it difficult to fill vacancies with fully credentialed teachers, especially math, science, special education, and bilingual education teachers. Teacher shortages impact student learning as districts resort to relying on a revolving door of underprepared teachers and substitute teachers, increasing class sizes, and cutting course offerings altogether. To tackle teacher shortages, especially in high-need schools, California has invested more than $1 billion to strengthen the teacher workforce. Three of California's largest investments in the teacher workforce are the Teacher Residency Grant Program ($672 million), Golden State Teacher Grant Program ($521 million), and National Board Certified Teacher Incentive Program ($250 million). In the initial years of administering these grants, state agencies have focused on establishing implementation processes and raising awareness about these programs. Data from the state's early investments show that these programs are gaining traction. however, they are funded through one-time allocations that are nearing expiration. This raises two questions: (1) To what extent are these investments supporting much-needed teacher workforce development strategies, and (2) Are they still needed in the current context? This report addresses these research questions by analyzing the California Department of Education Teaching Assignment Monitoring Outcomes data from 2020-21 to 2022-23 to gain a timely understanding of teacher shortages in the state. To understand the uptake and impact of California's major teacher workforce investments, the authors examined data from state agencies and conducted interviews with teacher preparation programs, district leaders, and grant recipients.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED670932
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED670932
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 42
    Subjects:
      – SubjectFull: Teacher Supply and Demand
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: Incentives
        Type: general
      – SubjectFull: State Programs
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Teacher Qualifications
        Type: general
      – SubjectFull: State Aid
        Type: general
      – SubjectFull: Educational Finance
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Public Agencies
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: State Departments of Education
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: California
        Type: general
    Titles:
      – TitleFull: Tackling Teacher Shortages: What We Know about California's Teacher Workforce Investments
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Learning Policy Institute
      – PersonEntity:
          Name:
            NameFull: Desiree Carver-Thomas
      – PersonEntity:
          Name:
            NameFull: Melanie Leung-Gagné
      – PersonEntity:
          Name:
            NameFull: Danielle Jeannite
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Learning Policy Institute
              Type: main
ResultId 1