August 2024 Research Rundown
By Madie Spartz
August’s Research Rundown—our curated list of recent, relevant research we think is worth adding to the education equity conversation—is focused on the teacher workforce. We’re sharing articles about:
- Racial isolation in the workplace and its effect on teacher turnover,
- Historically underserved students’ access to highly qualified teachers, and
- Tactics to improve student teaching for aspiring educators
(Dis)connection at Work: Racial Isolation, Teachers’ Job Experiences, and Teacher Turnover
Annenberg Institute at Brown University, July 2024
This study examines whether racial isolation, or having few to no same-race peers at work, leads teachers of color to leave their positions. The authors also study the impact of racial isolation on other workplace factors, like collaboration with colleagues and school climate. Using administrative and survey data from Tennessee, the authors analyzed data from approximately 65,000 teachers over a 12-year period.
The study shows that teachers of color are much more likely to be racially isolated than white teachers, an unsurprising finding given that 80% of the national teacher workforce is white. They found that racially isolated Black teachers are more likely to leave their profession or move to a different district, both contributing to teacher turnover. This finding is especially notable considering the majority of Black teachers in this sample work in urban schools where the student body is majority Black. Furthermore, racially isolated Black teachers reported less collaboration with their colleagues and received lower observation ratings from administrators.
Why This Matters in Minnesota
Although this data comes from Tennessee, it provides valuable insights for Minnesota, given our state’s efforts to diversify our teacher workforce, which is 93% white. It provides evidence that simply hiring more diverse staff is not enough to sustain a workforce that is reflective of Minnesota students. School leaders must focus on a positive, collaborative work environment for all teachers, and be especially mindful of workplace dynamics if they have staff experiencing racial isolation. Furthermore, it serves as a reminder for policymakers and educators that diversifying Minnesota’s teacher workforce does not end with attracting more candidates of color to teacher prep programs.
Access to Well-Credentialed, Effective, and Same-Race Teachers: What has Changed in the Post-COVID Period in North Carolina?
Education Policy Institute at Carolina, May 2024
This research brief asks if the COVID-19 pandemic impacted historically underserved students’ access to high-quality teachers. Using public data in North Carolina, researchers explored whether students of color and low-income students had teachers that were highly trained, effective, and mirrored their identities. To measure teacher training, they looked at the share of first-year teachers vs. those that are Nationally Board Certified (NBC). Teacher effectiveness was measured via an indicator looking at student test scores, administrator evaluations, and more. Researchers compared data from the 2018-19 and 2022-23 school years to draw conclusions about the effects of COVID-19 on these metrics.
They found that while all students in North Carolina saw an increase in having a first-year teacher after the pandemic, students of color and low-income students experienced a slightly larger increase. The overall effect widened existing disparities in student exposure to first-year teachers. Furthermore, white, economically advantaged students are most likely to have an NBC teacher, and the pandemic didn’t change that. Gaps in teacher effectiveness also widened throughout COVID-19, with advantaged students being even more likely to have a teacher rated as effective than their disadvantaged peers.
Furthermore, the researchers found that chronically absent students were less likely to have teachers rated as effective in their core classes. Finally, and interestingly, the largest source of variation in teacher effectiveness in North Carolina is between schools in the same district. This means that effective teachers, at least in the metrics defined by this study, tend to work at the schools in their communities that serve fewer marginalized students.
Why This Matters in Minnesota
While the factors that influence student achievement are complex and interrelated, research consistently shows that teachers are one of the most critical puzzle pieces in student success. Although this data comes from North Carolina, it provides the opportunity to ask the same questions about Minnesota: how did the pandemic impact teacher effectiveness, and how does teacher distribution from school to school impact the student experience? We know that existing gaps in student achievement and engagement with school widened during COVID-19, but the share and distribution of effective teachers remains unexplored. These are important conversations to have at both the district and state levels, ensuring we have systems that promote equitable access to experienced and effective teachers.
Clinical Practice Action Guide: Case Studies
National Council on Teacher Quality, August 2024
This online toolkit offers practical solutions to strengthen clinical practice in teacher preparation, often referred to as student teaching or practicum experience. Many educators consider their practicum to be the most important part of teacher training, yet experiences vary widely. The authors make the case that a strong student teaching experience can make a first-year teacher as effective as someone in their second or third year of teaching. While the toolkit contains many resources, we’re focusing on the case studies, which highlight effective & innovative strategies for strengthening aspiring teachers’ clinical experience.
Take Michigan, where lawmakers committed to treating aspiring teachers like aspiring doctors, placing strong emphasis on clinical experiences that are paid for all candidates. Massachusetts created a statewide standardized assessment for teacher candidates to ensure they are ready to teach at the end of their clinical experience. A different, more micro-level example, is Spokane Public Schools in Washington state, which created a student teacher portal system to reduce administrative burden on school HR staff and create a more streamlined process to match teacher candidates with classroom placements.
Why This Matters in Minnesota
A critically important– but often overlooked– aspect of improving educational outcomes is the content and quality in teacher preparation programs. A strong student teaching experience that is aligned to Minnesota’s new standards is one of the best ways to do that. Currently, Minnesota is piloting a paid student teaching program—an important pilot to learn from and build on. However, there are many more pieces of the puzzle, from content, to quality matches with a mentor teacher, to logistics and beyond. Putting a policy lens to student teaching can help elevate these experiences for each and every emerging teacher.