Teacher Quality: Teacher Mobility

Teacher Mobility

Policy Recommendations for the Midwest Region

The evidence presented for all four states included in the present study suggests that the current focus on addressing supply-and-demand issues through macro-level, statewide initiatives such as Teach for America, mandatory mentorship programs, and generic alternative-certification programs may be misplaced. Although these initiatives may be important for solving other problems facing the teaching profession, they are not well suited for addressing the micro-level supply-and-demand issues facing urban districts in Illinois, rural districts in Minnesota and Wisconsin, and all districts seeking to retain the services of teachers with skills that are in high demand in the general labor market. Thus, state policy must focus on those initiatives most likely to influence the behavior of (1) teachers in specific subject areas in all districts, and (2) all teachers in specific types of districts. Therefore, rather than outlining policy recommendations for a state's teachers, this section seeks to influence the behavior of teachers within school districts.

The findings in this report indicate that during the five-year period, the cumulative losses of beginning teachers from the school district that hired them ranged from less than 40 percent in Minnesota and Wisconsin to nearly 60 percent in Illinois. Secondary teachers in low-wage districts, though, were significantly more likely to leave teaching in each of the four states. How can states structure the profession to put these districts on a more level playing field with high-wage districts? Teachers with graduate degrees, arts teachers, science teachers, and vocational education teachers also were significantly more likely to leave teaching. How can states structure the teaching profession to stanch the outflow of individuals with other career options? Special educators were significantly more likely to transfer to a position in another district than were other teachers. This finding suggests there may be qualitative differences in special education programs that may not exist in other parts of the school program. How do states make sure that special education students receive comparable services across a state?

Influencing Labor-Market Behavior of Teachers in Specific Subject Areas in All Districts

Options for influencing labor-market behavior of teachers include the following:

Changing the current rigid teacher-salary structure, which imposes costs to stay in teaching that vary considerably from field to field. State-level bonuses for novice teachers in high-attrition subject areas such as arts, science, and vocational education would lower the costs facing these teachers. Larger stipends for novice teachers with graduate degrees may better reflect the labor market value of these teachers. Discussions of differential teacher-pay plans currently center on their effectiveness for enhancing performance. Yet, these plans founder because important attributes of teacher quality—such as the ability to convey knowledge or enthusiasm for class material—are difficult to measure and may not be related to more quantifiable characteristics. Unfortunately, though, even less evidence is available on the effects of differentiating pay at the individual level to pay for attributes that are highly correlated with student performance (e.g., teacher test scores, selectivity of college). Viewing the issue from a broader, labor-market perspective might allow states to begin to allocate salary resources more effectively.
Instituting a retention bonus (i.e., "golden handcuffs") for teachers in high-attrition subject areas—such as arts, science, and vocational education—and for teachers with graduate degrees. Teachers who successfully complete one year of service would be eligible to participate in such a program. For each year of service, a teacher would have a bonus set aside in his or her name. The first year's bonus would be distributed when the teacher completes a fixed number of years (e.g., five years of continuous service). Such a program could follow a five-year vesting schedule for a set period. If a teacher leaves a district, unvested funds would be forfeited.
Lowering barriers to entry for arts, science, and vocational education teachers by developing alternative routes into the profession for these subject areas only. These programs might target individuals older than age 30 who are more likely to remain in teaching and for whom high levels of off-the-job training may be particularly impractical.

Influencing Labor-Market Behavior of All Teachers in Specific Districts

Teachers in each state point to their altruism, a supportive teaching environment, autonomy in the classroom, and equitable remuneration as the most important factors in keeping them in teaching. Options for addressing these factors include the following:

Providing higher funding to school districts with more disadvantaged students. What is most striking in the survey responses is the utter lack of comments about "difficult kids" or "discipline problems." What the surveys focus on instead is the difficulty in remaining altruistic in the face of a perceived lack of resources in some districts for providing smaller classes and the personal attention children need.
Creating an external context in all school districts that is supportive of novice teachers and their work. Survey results suggest that novice teachers find their colleagues and school-level principals very supportive. However, the next layer of interactions—those involving parents and superintendents—are much more varied. In a sizable number of school districts, there appears to be a mismatch between the goals and aspirations of those in the school and those most closely involved with, but outside, the school. States might review the superintendent- and teacher-preparation programs in their state universities to ensure that potential superintendents and teachers are well prepared to work in urban and poor rural districts. They also might launch education programs for parents in urban and poor rural districts that seek to provide them with the tools to be supportive of their children's education.
Specifying desired learning outcomes with sufficient restraint for classroom teachers to have a reasonable say as well. The novice teachers surveyed in this report are well satisfied with the autonomy they currently have. As states move to implement new federal legislation, they must be cognizant of the extreme importance that teachers place on the freedom to make their own decisions regarding what is taught and regarding instructional approaches used.
Providing pay premiums for novice teachers in high-attrition districts (i.e., compensating differentials). The goal of this salary premium is to allow these districts to compete better for the best new teachers.