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A Statewide Analysis of the Prevalence and Variation in Late Teacher Job Postings. Working Paper No. 327-0825

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Title: A Statewide Analysis of the Prevalence and Variation in Late Teacher Job Postings. Working Paper No. 327-0825
Language: English
Authors: Dan Goldhaber, Maia Goodman Young, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025.
Availability: 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
Peer Reviewed: N
Page Count: 41
Publication Date: 2025
Sponsoring Agency: Washington Office of Superintendent of Public Instruction
Document Type: Reports - Research
Tests/Questionnaires
Descriptors: Teacher Supply and Demand, Incidence, Job Applicants, Occupational Information, Time, Teacher Effectiveness, Teacher Selection, Predictor Variables, Web Sites, School Schedules, School Districts, Special Education, English Learners, Special Education Teachers, STEM Education, Substitute Teachers
Geographic Terms: Washington
Abstract: While some research suggests that teachers hired late perform worse and leave at higher rates, there is little research that investigates the prevalence or factors that predict late hiring. This descriptive study examines late staffing across Washington State, using late "job postings" as a proxy for late hires. We combine web-scraped job posting data with state administrative records and original survey data on district hiring practices. We find that approximately 14% of teacher job postings occur within four months after the school year begins, meaning many classrooms are not fully staffed on the first day of school. These late postings are more common in districts with lower test scores and higher proportions of students receiving special education or English language learner services. By subject area, special education positions are disproportionately posted late, while STEM positions are less likely to be late. Long-term substitute positions are also more likely to be posted after the school year starts. We find little evidence that reported HR practices explain late postings.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED677242
Database: ERIC
FullText Text:
  Availability: 0
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  Data: A Statewide Analysis of the Prevalence and Variation in Late Teacher Job Postings. Working Paper No. 327-0825
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  Data: <searchLink fieldCode="AR" term="%22Dan+Goldhaber%22">Dan Goldhaber</searchLink><br /><searchLink fieldCode="AR" term="%22Maia+Goodman+Young%22">Maia Goodman Young</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29%22"><i>National Center for Analysis of Longitudinal Data in Education Research (CALDER)</i></searchLink>. 2025.
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  Data: 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
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  Data: 41
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Incidence%22">Incidence</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Applicants%22">Job Applicants</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Information%22">Occupational Information</searchLink><br /><searchLink fieldCode="DE" term="%22Time%22">Time</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Selection%22">Teacher Selection</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Sites%22">Web Sites</searchLink><br /><searchLink fieldCode="DE" term="%22School+Schedules%22">School Schedules</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Substitute+Teachers%22">Substitute Teachers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: While some research suggests that teachers hired late perform worse and leave at higher rates, there is little research that investigates the prevalence or factors that predict late hiring. This descriptive study examines late staffing across Washington State, using late "job postings" as a proxy for late hires. We combine web-scraped job posting data with state administrative records and original survey data on district hiring practices. We find that approximately 14% of teacher job postings occur within four months after the school year begins, meaning many classrooms are not fully staffed on the first day of school. These late postings are more common in districts with lower test scores and higher proportions of students receiving special education or English language learner services. By subject area, special education positions are disproportionately posted late, while STEM positions are less likely to be late. Long-term substitute positions are also more likely to be posted after the school year starts. We find little evidence that reported HR practices explain late postings.
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  Data: ED677242
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED677242
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Teacher Supply and Demand
        Type: general
      – SubjectFull: Incidence
        Type: general
      – SubjectFull: Job Applicants
        Type: general
      – SubjectFull: Occupational Information
        Type: general
      – SubjectFull: Time
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Teacher Selection
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Web Sites
        Type: general
      – SubjectFull: School Schedules
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Substitute Teachers
        Type: general
      – SubjectFull: Washington
        Type: general
    Titles:
      – TitleFull: A Statewide Analysis of the Prevalence and Variation in Late Teacher Job Postings. Working Paper No. 327-0825
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            NameFull: Dan Goldhaber
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            NameFull: Maia Goodman Young
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              M: 08
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              Y: 2025
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