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FM","link":"/"}},"mindshift_63483":{"type":"posts","id":"mindshift_63483","meta":{"index":"posts_1591205157","site":"mindshift","id":"63483","score":null,"sort":[1712570416000]},"guestAuthors":[],"slug":"the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas","publishDate":1712570416,"format":"standard","headTitle":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Special education teacher vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","status":"publish","parent":0,"modified":1712586004,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1531},"headData":{"title":"The Surprising Effects of $10,000 Pay Hikes for Teachers in Hard-to-Staff Areas | KQED","description":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Special ed vacancies rose in Hawaii, while low-performing schools in Dallas experienced ups and downs."},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63483/the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">School leaders nationwide often complain about how \u003c/span>\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/10_17_2023.asp\">\u003cspan style=\"font-weight: 400\">hard it is to hire teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren’t universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/01623737241235224?journalCode=epaa\">\u003cspan style=\"font-weight: 400\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> published online in April 2024 in the journal Educational Evaluation and Policy Analysis illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Tennessee’s teacher shortages are worse in math, foreign languages and special education\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63490\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63490\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png\" alt=\"\" width=\"780\" height=\"480\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-160x98.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image2-768x473.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. \u003ccite>(Source: Edwards et al (2024), “Teacher Shortages: A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cb>High school math teacher shortages were widespread in Tennessee\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63488\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png\" alt=\"\" width=\"780\" height=\"176\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-160x36.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image4-768x173.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>Surpluses of high school social studies teachers were next door to severe shortages\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63489\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png\" alt=\"\" width=\"780\" height=\"181\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-160x37.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image3-768x178.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cp>\u003cb>Elementary school teacher shortages were problems in Memphis and Nashville, but not in Knoxville\u003c/b>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-63486\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png\" alt=\"\" width=\"780\" height=\"187\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-160x38.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image6-768x184.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003c/p>\n\u003cfigure id=\"attachment_63487\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63487\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png\" alt=\"\" width=\"780\" height=\"143\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-160x29.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image5-768x141.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">Perceived staffing challenges from a 2019-20 survey of Tennessee school districts. \u003ccite>(Source: Edwards et al (2024), “A Framework for Understanding and Predicting Vacancies.” Educational Evaluation and Policy Analysis.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Economists have long argued that solutions should be \u003c/span>\u003ca href=\"https://www.future-ed.org/a-smart-strategy-for-tackling-teacher-shortages/\">\u003cspan style=\"font-weight: 400\">targeted at specific shortages\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This doesn’t mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I learned about the Hawaii study in March 2024 when Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/impact-10000-bonus-special-education-teacher-shortages-hawai%E2%80%98i\">\u003cspan style=\"font-weight: 400\">The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai’i\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in an historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a \u003c/span>\u003ca href=\"https://www.hawaiipublicschools.org/DOE%20Forms/OTM/TeachersSalarySchedule20-21.pdf\">\u003cspan style=\"font-weight: 400\">$50,000 base salary\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success, and \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">other news outlets reported it that way\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But special ed vacancies actually rose over the study period, which coincided with the coronavirus pandemic, and ultimately ended up higher than before the pay hike. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterwards, vacancies began to rise again, but special ed vacancies didn’t increase as fast as general ed vacancies. That’s a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as “robbing Peter to pay Paul.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hawaii’s special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again\u003c/b>\u003c/p>\n\u003cfigure id=\"attachment_63491\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63491\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png\" alt=\"\" width=\"780\" height=\"493\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-160x101.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/image1-768x485.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">The dots represent the vacancy rates for two types of teachers. \u003ccite>(Source: Theobald et al, “The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai‘i,” CALDER Working Paper No. 290-0823)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This study doesn’t explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn’t want these higher paying jobs. In a \u003c/span>\u003ca href=\"https://www.motherjones.com/politics/2023/12/hawaii-disability-education-teacher-shortage/\">\u003cspan style=\"font-weight: 400\">December 2023 story in Mother Jones\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students’ special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244020918297\">\u003cspan style=\"font-weight: 400\">burnout that so many special education teachers experience\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dallas’s experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city’s school system designated four low-performing, high-poverty schools for a new \u003c/span>\u003ca href=\"https://www.dallasisd.org/Page/46767\">\u003cspan style=\"font-weight: 400\">Accelerating Campus Excellence (ACE)\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20% of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85% of the ACE budget.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Five researchers, including economists Eric Hanushek at Stanford University’s Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. The district launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, “\u003c/span>\u003ca href=\"https://caldercenter.org/publications/attracting-and-retaining-highly-effective-educators-hard-staff-schools\">\u003cspan style=\"font-weight: 400\">Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.” I read a January 2024 version. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40% of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for \u003c/span>\u003ca href=\"https://fordhaminstitute.org/national/commentary/ups-and-downs-dallass-pay-performance-roller-coaster\">\u003cspan style=\"font-weight: 400\">failing to “prepare for the accomplishment they’d hoped for\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Still, it’s unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And even if there were enough money to give teacher stipends at every low-performing school, there’s not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high poverty schools. Some prefer the easier conditions of a high-income magnet school. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-when-schools-experimented-with-10000-pay-hikes-for-teachers-in-hard-to-staff-areas-the-results-were-surprising/\">\u003ci>\u003cspan style=\"font-weight: 400\">teacher pay\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63483/the-surprising-effects-of-10000-pay-hikes-for-teachers-in-hard-to-staff-areas","authors":["byline_mindshift_63483"],"categories":["mindshift_21504"],"tags":["mindshift_20934","mindshift_21567","mindshift_21398","mindshift_21576","mindshift_21461","mindshift_21263"],"featImg":"mindshift_63493","label":"mindshift"},"mindshift_62462":{"type":"posts","id":"mindshift_62462","meta":{"index":"posts_1591205157","site":"mindshift","id":"62462","score":null,"sort":[1696327214000]},"guestAuthors":[],"slug":"8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","title":"8 free AI-powered tools that can save teachers time and enhance instruction","publishDate":1696327214,"format":"standard","headTitle":"8 free AI-powered tools that can save teachers time and enhance instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.","status":"publish","parent":0,"modified":1696276918,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1109},"headData":{"title":"8 free AI-powered tools that can save teachers time and enhance instruction | KQED","description":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","authors":["11721"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21027","mindshift_739","mindshift_22","mindshift_962","mindshift_21294","mindshift_995","mindshift_421","mindshift_21398"],"featImg":"mindshift_62466","label":"mindshift"},"mindshift_62149":{"type":"posts","id":"mindshift_62149","meta":{"index":"posts_1591205157","site":"mindshift","id":"62149","score":null,"sort":[1691381654000]},"guestAuthors":[],"slug":"how-teachers-can-rediscover-the-joy-of-recreational-reading","title":"How teachers can rediscover the joy of recreational reading","publishDate":1691381654,"format":"standard","headTitle":"How teachers can rediscover the joy of recreational reading | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","status":"publish","parent":0,"modified":1691420215,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1306},"headData":{"title":"How teachers can rediscover the joy of recreational reading | KQED","description":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Even though most teachers understand the importance of reading for pleasure, many find it difficult to make time for their own reading."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Educators, particularly English Language Arts teachers and librarians, play a critical role in cultivating students’ love for reading. \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/1999-10269-001\">\u003cspan style=\"font-weight: 400\">Studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> have shown that teachers who are passionate readers bring valuable \u003c/span>\u003ca href=\"https://eric.ed.gov/?id=EJ955057\">\u003cspan style=\"font-weight: 400\">literacy practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> into the classroom. However, in their efforts to improve students’ reading abilities, it is important not to overlook the reading habits and needs of educators themselves. Even though most teachers understand the importance of reading for fun, \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/19388070802443700\">\u003cspan style=\"font-weight: 400\">a study looking at teachers’ reading practices\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> found that nearly half of teachers do not read for pleasure regularly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You have to do things after work to pour into your spirit, and reading may not be at the top of that list,” said literacy educator \u003c/span>\u003ca href=\"https://twitter.com/Lit_Bark\">\u003cspan style=\"font-weight: 400\">Lois Marshall Barker\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who has over 14 years of experience as a classroom teacher, instructional coach and professional development and curriculum specialist. Despite a \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-8.html\">\u003cspan style=\"font-weight: 400\">recent RAND survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> indicating that teachers’ stress levels have returned to pre-pandemic levels, 23% of teachers said they intended to leave their jobs, with stress being one of the top reasons. Research shows reading can relieve \u003c/span>\u003ca href=\"https://files.eric.ed.gov/fulltext/ED496343.pdf\">\u003cspan style=\"font-weight: 400\">stress and help people develop overall empathy skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. And a well-developed school culture around reading can help teachers access these benefits and avoid burnout, according to Barker. \u003c/span>\u003cspan style=\"font-weight: 400\">At \u003ca href=\"https://gathering.theeducatorcollaborative.com/\">The Educator Collaborative’s biannual Gathering\u003c/a> last spring, she outlined ways teachers can carve out space to nurture their reading habits.\u003c/span>\u003c/p>\n\u003ch2>Examine your reading journey\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Every reader has a relationship to reading that has changed over time. Barker calls this a reading journey. By reflecting on the events that have shaped their journey, teachers can gain insights into their own reading habits and preferences. She encouraged teachers to think about questions like, “When did you first encounter reading?” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Equally important is examining the factors that might hinder teachers’ reading habits. By thinking about questions like, “What prevents you from reading?” teachers can identify potential obstacles, such as lack of time and competing priorities, that might impact their reading. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, in many parts of the country, there has been an increase in efforts to ban or censor certain books, which has had a direct impact on teachers’ freedom to engage in open discussions about their reading choices. In a recent \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA134-16.html\">\u003cspan style=\"font-weight: 400\">survey by the RAND Corporation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, one-quarter of teachers said that restrictions on how they talk about race and gender have influenced their choice of curriculum materials and discussion topics. A subset of the teachers surveyed — most of them language arts or elementary education teachers — described how the restrictions have made teaching “more stressful, fear inducing, and difficult.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Responses Barker collected from her coaching sessions and professional development debriefs with teachers are consistent with the survey data. A ninth grade teacher in Florida told her that teachers at her school used to have a robust reading culture with book swaps. However, the recent push to ban books has led to a sense of insecurity among teachers. “Now we don’t feel safe even talking about what we read. We are frustrated and so are the kids,” the teacher said to Barker. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To the extent that teachers feel safe, staying active in the conversations and legislation on book bans can help teachers feel more empowered and informed, said Barker: “Flood your politicians’ emails, phone lines, mailboxes, letting them know the harm that their actions and their words are having on students and our communities.” For teachers who are in riskier settings, she recommends finding or creating a community they can trust and avoiding sharing specifics on social media.\u003c/span>\u003c/p>\n\u003ch2>Be open about what reading is for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many educators, faced with busy schedules and numerous responsibilities, may opt for shorter reading options like magazines or online blogs. Barker acknowledged that teachers may feel shame about their personal reading choices because they see these texts as less rigorous. These feelings can ultimately deter them from reading altogether. “However, shorter reading selections can still contribute to personal growth and development,” Barker said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, she encouraged teachers to embrace diverse reading formats and not be bound by traditional notions of what “counts as reading.” Whether through audiobooks, e-books, or reading on their smartphones, teachers have the freedom to explore different mediums that fit their lifestyles and time constraints. “Yes, we like a solid book,” Barker said, tapping the cover of a book for emphasis. “But it’s okay if we don’t always have the time.” She urged teachers not to think about what “counts as reading” because it can be limiting. By embracing alternative reading methods, teachers can still engage with literature and continue to expand their love for reading.\u003c/span>\u003c/p>\n\u003ch2>Keep a reading chart\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker said it’s helpful for teachers to keep track of what they read. She shared an idea from an elementary school teacher in Nevada who suggested using a bulletin board with three reading lists: \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Fun reads that showcase books teachers are reading purely for pleasure. This allows teachers to display their personal reading choices, which can spark conversations with colleagues and students about shared interests.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Growth reads that include books for professional development. Actively documenting these books helps teachers prioritize their ongoing learning and professional growth, and it serves as a reminder to dedicate time for self-improvement through reading.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Student-friendly books, that are suitable for the grades they teach. This list ensures that teachers continue to foster a better understanding of their students’ needs and interests. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Creating a board like this encourages teachers to read a variety of materials while being aware of the balance between their personal reading choices, professional development, and students’ needs.\u003c/span>\u003c/p>\n\u003ch2>Find a reading community that works for you\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Barker suggested that teachers find a reading community where they can connect with other book lovers and get new reading recommendations. Teachers may find it beneficial to join a professional book club with colleagues or a personal book club outside of their school. Barker said that a book club does not necessarily require physical books. She’s seen successful audiobook clubs and blog book clubs. The key is to create a space where members can come together to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61585/how-a-social-emotional-learning-book-club-can-cut-across-cliques-and-connect-kids\">\u003cspan style=\"font-weight: 400\">share their reading excitement and enthusiasm\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For teachers who can’t make time to meet regularly, there are also online communities of readers on social platforms that make it possible to connect with educators and book enthusiasts across the country. For example, teachers \u003c/span>\u003ca href=\"https://twitter.com/JoelRGarza\">\u003cspan style=\"font-weight: 400\">Joel Garza\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://twitter.com/Lyricalswordz\">\u003cspan style=\"font-weight: 400\">Scott Bayer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> started \u003ca href=\"https://twitter.com/hashtag/THEBOOKCHAT?src=hashtag_click\">#THEBOOKCHAT\u003c/a> on Twitter as a space to recommend books, host discussions and facilitate conversations with authors.\u003c/span>\u003c/p>\n\u003ch2>Initiate conversations with school leaders\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can advocate for a more reading-friendly culture within their schools by engaging with school leaders. For example, teachers may advocate for the creation of a reading community at work. This might involve exploring ways to make school meetings shorter or even replacing some meetings with email communication, said Barker. Additionally, teachers can propose that professional development sessions include dedicated time for reading and discussions about books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can also ask for teacher-centric spaces around the school. Barker recommended establishing a “book nook” in the teachers’ lounge, providing a cozy and inviting environment where teachers can relax and read before and after school and during their lunch period. She urged school leaders to “transform the day to day so you can create space for teachers to become readers and talk about reading.” Their efforts can demonstrate the school’s commitment to teacher wellbeing and promote a community-wide love of books.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Editor’s note: A previous version of this article incorrectly named The Educator Collaborative. We regret the error.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62149/how-teachers-can-rediscover-the-joy-of-recreational-reading","authors":["11721"],"categories":["mindshift_21512","mindshift_194","mindshift_21280"],"tags":["mindshift_21129","mindshift_444","mindshift_21751","mindshift_21752","mindshift_550","mindshift_21750","mindshift_20925","mindshift_21398","mindshift_21605"],"featImg":"mindshift_62152","label":"mindshift"},"mindshift_61369":{"type":"posts","id":"mindshift_61369","meta":{"index":"posts_1591205157","site":"mindshift","id":"61369","score":null,"sort":[1686709852000]},"guestAuthors":[],"slug":"3-principles-for-tackling-the-right-problems-in-education","title":"3 principles for tackling the right problems in education","publishDate":1686709852,"format":"standard","headTitle":"3 principles for tackling the right problems in education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.","status":"publish","parent":0,"modified":1686710238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1413},"headData":{"title":"3 principles for tackling the right problems in education | KQED","description":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","authors":["4354"],"categories":["mindshift_192","mindshift_21491","mindshift_21579"],"tags":["mindshift_21027","mindshift_21403","mindshift_722","mindshift_962","mindshift_20598","mindshift_421","mindshift_199","mindshift_943","mindshift_21398"],"featImg":"mindshift_61378","label":"mindshift"},"mindshift_61756":{"type":"posts","id":"mindshift_61756","meta":{"index":"posts_1591205157","site":"mindshift","id":"61756","score":null,"sort":[1685722125000]},"guestAuthors":[],"slug":"poll-americans-say-teachers-are-underpaid-about-half-of-republicans-oppose-book-bans","title":"Poll: Americans say teachers are underpaid, about half of Republicans oppose book bans","publishDate":1685722125,"format":"standard","headTitle":"Poll: Americans say teachers are underpaid, about half of Republicans oppose book bans | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>We’ve all seen the headlines – about \u003ca href=\"https://pen.org/report/banned-usa-growing-movement-to-censor-books-in-schools/\" target=\"_blank\" rel=\"noopener\">book bans\u003c/a>, \u003ca href=\"https://www.kgw.com/article/news/education/salem-keizer-school-board-meeting-shouting-hate-speech/283-9f697da7-d326-464f-afb7-ffeefe6806d0\" target=\"_blank\" rel=\"noopener\">school board shoutfests\u003c/a> and new laws to limit how teachers can \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">talk about gender identity\u003c/a> or \u003ca href=\"https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06\" target=\"_blank\" rel=\"noopener\">racism\u003c/a>. America is deeply divided, and those fissures are ripping through classrooms – with teachers trapped straddling the chasms.\u003c/p>\n\u003cp>But are parents, teachers and the public feeling as divided as the headlines make it seem?\u003c/p>\n\u003cp>A pair of new, \u003ca href=\"https://www.ipsos.com/en-us/americans-trust-teachers-some-still-want-parents-be-primary-voices-whats-taught\" target=\"_blank\" rel=\"noopener\">nationally-representative NPR/Ipsos polls\u003c/a> reveals division, to be sure: A majority of Republican parents worry broadly about what children are being taught, compared to a minority of Democratic parents. There’s also division \u003cem>within\u003c/em> the Republican Party around how to address that worry and whether banning books or restricting teachers is appropriate.\u003c/p>\n\u003cp>But there’s a surprising consensus among the general public too: a sweeping respect for teachers and broad agreement that they’re overworked and should be better paid.\u003c/p>\n\u003cp>One poll, of the general public, included 1,316 respondents with an oversampling of K-12 parents (452); the other surveyed 510 K-12 teachers. We sorted through the results and smooshed them thematically into a handful of the most interesting takeaways.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Before we start, a reminder: Polling is a butter knife not a scalpel, and the margins of error here are worth keeping in mind: +/- 3.0 percentage points at the 95% confidence level for all general public respondents, +/- 4.8 percentage points for K-12 parents, and +/- 5.0 for K-12 teachers. Now then:\u003c/p>\n\u003ch3>1. Parents, teachers and the general public agree: Educators are overworked and underpaid\u003c/h3>\n\u003cp>Just 19% of teachers surveyed believe they are paid fairly, and 93% say they’re asked to do too much for the pay they receive.\u003c/p>\n\u003cp>“We need to help support teachers as much as we can so that the good ones aren’t burning out and, you know, finding waitressing jobs because they can either get more money or they just don’t want to deal with it,” says Sylvia Gonzales, a longtime teacher in the Dallas area.\u003c/p>\n\u003cp>The surprise here isn’t that teachers think they’re underpaid; it’s that much of the public agrees.\u003c/p>\n\u003cp>Just 22% of the general public believe teachers are paid fairly, and three-quarters (75%) say teachers are “asked to do too much work for the pay they receive.”\u003c/p>\n\u003cp>“Even if they’re getting paid a million dollars, they’re not getting paid what they’re worth,” says Mike Kerr, a registered Republican and father of two children attending public schools near Fort Collins, Colo. “I can’t even tell you, like, I hold teachers in such high regard. Every single one of my kids’ teachers, from kindergarten now through seventh grade, I have absolutely adored.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>With nearly half of public schools \u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/12_6_2022.asp?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener\">having at least one teacher vacancy\u003c/a> at the beginning of this school year, the fact that three-quarters of survey respondents now agree teachers are overworked and nearly 7 in 10 say they are underpaid doesn’t bode well \u003ca href=\"https://www.npr.org/2023/03/22/1160371732/teacher-shortages-mississippi-education-job-fair\" target=\"_blank\" rel=\"noopener\">for local and regional teacher shortages.\u003c/a>\u003c/p>\n\u003cp>Like Kerr, most parents and the general public – 90% – also say they believe “teaching is a worthwhile profession that deserves respect.”\u003c/p>\n\u003cp>Little surprise, though, that two-thirds (66%) of parents admit they would be “concerned” about their child’s financial future if they wanted to become a teacher.\u003c/p>\n\u003ch3>2. Americans \u003cem>say\u003c/em> they trust teachers to make classroom decisions, but it’s complicated\u003c/h3>\n\u003cp>With all the stories these days, about parents and activists challenging teachers over a host of classroom issues, you might think trust in teachers is low.\u003c/p>\n\u003cp>But you’d be wrong. Three-quarters of parents – and the general public – agree “teachers are professionals who should be trusted to make decisions about classroom curriculum.”\u003c/p>\n\u003cp>This question of trust is complicated though.\u003c/p>\n\u003cp>When asked who should be \u003cem>primarily\u003c/em> responsible for decisions about what is taught in public schools, respondents splintered dramatically, with the public and parents broadly aligned.\u003c/p>\n\u003cp>Thirty percent say teachers should be primarily responsible, while about 27% side with parents and about 26% side with school boards. What should we make of this wild variation?\u003c/p>\n\u003cp>“In the abstract, people trust teachers,” says Mallory Newall, a vice president at Ipsos, but Republicans and Republican parents “are showing some signs of concern.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>For example, just 15% of Republicans overall say teachers should be \u003cem>primarily\u003c/em> responsible for what’s taught in schools; 48% say that power should fall to parents. For Democrats, the dynamic flips: 46% say teachers should be \u003cem>primarily\u003c/em> responsible while just 9% think parents should.\u003c/p>\n\u003cp>When we asked teachers who \u003cem>they\u003c/em> think should be primarily responsible for decisions about what is taught, perhaps unsurprisingly, 60% side with their fellow teachers, while just 15% defer to school boards and even fewer, 10%, side with parents.\u003c/p>\n\u003ch3>3. Republicans appear divided over political intervention in education\u003c/h3>\n\u003cp>Republican officials in many states, including Florida, Iowa, Texas, Arizona, Oklahoma and Georgia, \u003ca href=\"https://www.ecs.org/state-education-policy-tracking/\" target=\"_blank\" rel=\"noopener\">have waged pitched battles\u003c/a> over what can and cannot be discussed in the classroom.\u003c/p>\n\u003cp>In Florida, for example, lawmakers and Gov. Ron DeSantis have \u003ca href=\"https://apnews.com/article/desantis-florida-lgbtq-education-health-c68a7e5fe5cf22ab8cca324b00644119\" target=\"_blank\" rel=\"noopener\">led a handful of controversial incursions\u003c/a> into state education policy, threatening teachers who cross new legal lines in conversations about race, racism and gender identity with students.\u003c/p>\n\u003cp>To be clear, many parents \u003cem>do \u003c/em>feel anxious about what’s going on in classrooms. Sixty-five percent of Republican parents and 46% of Independent parents say they’re worried about what their child is being taught or will be taught. Just 30% of Democrats who are parents share that concern.\u003c/p>\n\u003cp>But this new NPR/Ipsos poll of parents and the public suggests Republicans are divided over efforts to put that worry into action by controlling what happens inside classrooms.\u003c/p>\n\u003cp>When it comes to state lawmakers “creating policies to restrict what subjects teachers and students can discuss,” 38% of Republicans are onboard, while 49% are opposed. At the same time, nearly half (48%) of Republicans approve of \u003cem>school boards\u003c/em> limiting what subjects teachers and students can discuss, while 39% are opposed.\u003c/p>\n\u003cp>Odunayo Ajayi, a parent in Maryland, supports efforts \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">to prevent teachers from discussing gender identity\u003c/a> with students. He worries giving kids too much access to information, too much educational liberty, can overwhelm them. For example, if young people are told that gender is fluid, that “you can be whatever you want to be,” Ajayi says, “that is too much liberty.”\u003c/p>\n\u003cp>But it’s clear in the poll data and interviews that some Republican respondents feel differently.\u003c/p>\n\u003cp>“We’re really tying [teachers’] hands,” says Amanda Hickerson, a Republican parent in southeast Virginia. “I wouldn’t go to my mechanic and tell him how to fix my car… So why are we doing this to our teachers? It just doesn’t make any sense to me.”\u003c/p>\n\u003cp>In our NPR/Ipsos survey of teachers, educators say they feel the same. Ninety-three percent believe teachers are professionals who should be trusted to make decisions about classroom curriculum. Several veteran teachers tell NPR they feel hamstrung by federal, state and local officials, usually non-educators, telling them what they can and cannot do.\u003c/p>\n\u003cp>“When I first started teaching, teachers had a great deal more autonomy in their classrooms. I believe that [they] were treated more as professionals, recognized as experts in their field,” says Leeann Bennett, who has been teaching for more than two decades and now works in an alternative middle school on the Oregon coast, a job she says she loves.\u003c/p>\n\u003cp>Bennett says current efforts to limit teachers miss the whole point of teaching:\u003c/p>\n\u003cp>To help children learn \u003cem>how\u003c/em> to think, not \u003cem>what\u003c/em> to think.\u003c/p>\n\u003cp>“I always let [my students] know, ‘I’m not trying to make you think like I do,’ ” Bennett says. ” ‘I’m trying to help you figure out what \u003cem>you\u003c/em> think.’ And when teachers get hamstrung… this is a disservice to our democracy and it’s certainly a disservice to growing minds.”\u003c/p>\n\u003cp>Scott Lone, a veteran teacher outside Milwaukee, takes particular issue with efforts in other states \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">to prevent teachers from discussing sexuality and gender identity\u003c/a> with their students.\u003c/p>\n\u003cp>Lone is openly gay but didn’t come out until he was 39.\u003c/p>\n\u003cp>“I know the loneliness and despair that many of our students who are part of the LGBT community experience on a daily basis,” Lone says. “All it takes is one teacher… to be a beacon of hope for that child, and that child will flourish. And if we can’t be that beacon of hope, then we have done a disservice to the teaching profession. We have done a disservice to humanity. And we really ought to be ashamed of ourselves.”\u003c/p>\n\u003ch3>4. Democrats, Independents \u003cem>and Republicans\u003c/em> oppose book bans\u003c/h3>\n\u003cp>When it comes to state lawmakers \u003ca href=\"https://pen.org/report/americas-censored-classrooms/\" target=\"_blank\" rel=\"noopener\">removing certain books from schools\u003c/a>, such bans have the support of just 5% of Democrats, 16% of Independents and 35% of Republicans. Fifty-two percent of Republicans oppose such efforts.\u003c/p>\n\u003cp>“Anything that depicts pornography should be removed. That’s not part of a public school,” says Heather Randell, who homeschools her 13-year-old son in the Dallas area. Randell identifies as a conservative-leaning Christian, and says “anything that is displaying actual sex acts, outside of a \u003cem>National Geographic\u003c/em> special on reproduction, should not be in a library.”\u003c/p>\n\u003cp>But Randell disagrees with broader efforts to ban books based on their treatment of race.\u003c/p>\n\u003cp>“There’s a lot of books that I think that are politically charged or race charged,” Randell says. “Those do not offend me at all because that opens up a kid’s mind one way or the other. I’m OK with opening up their minds. Just don’t do sex.”\u003c/p>\n\u003cp>While Republicans are more likely to support local school boards doing the banning – 41% versus just 7% of Democrats and 21% of Independents – 46% of Republicans still oppose such efforts.\u003c/p>\n\u003cp>Kerr, the Colorado Republican, says, “as a child growing up, a lot of the books that I read, maybe I didn’t enjoy them, but I was forced to read them. But they opened my eyes to the world\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>\u003cem>Native Son\u003c/em> by Richard Wright, for example, “a book that’s probably no longer allowed in schools, but it really opened my eyes, coming from where I grew up in a farming community to a city with other races and other cultures,” Kerr says.\u003c/p>\n\u003cp>On the subject of gender identity, several Republican respondents tell NPR they worry that efforts to limit what teachers can say – as \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">one new Florida policy\u003c/a> does – sends the wrong message to children.\u003c/p>\n\u003cp>“It’s just playing into teaching kids that, you know, somebody is different. Let’s get rid of them,” says Stephanie, a mother of four children in the Chicago area and a registered Republican. “I just think the better thing to do would be to teach kids about different people and how to accept everyone.”\u003c/p>\n\u003cp>Stephanie asked that we not use her last name because many in her community disagree with her views, and she worries her comments could hurt her family.\u003c/p>\n\u003ch3>5. Public perception of teachers has gotten worse\u003c/h3>\n\u003cp>Half the general public in our NPR/Ipsos poll say the public’s \u003cem>perceptions\u003c/em> of teachers have gotten worse in the last 10 years. But it’s hard to know what to make of that. Keep in mind, these are the same respondents who say, overwhelmingly, that teachers deserve respect and aren’t paid fairly.\u003c/p>\n\u003cp>So support for teachers among \u003cem>individual\u003c/em> respondents is strong – quite strong – even as many believe the \u003cem>broader public’s\u003c/em> perception of them has gotten worse.\u003c/p>\n\u003cp>Teachers themselves tell a similar story. Seventy-three percent say the public’s perception of them has gotten worse over the last decade, and 66% say their working conditions have worsened.\u003c/p>\n\u003cp>As something of a surprise, teachers are slightly more likely than the general public (46% vs. 41%) to say the quality of public education in their area has also gotten worse in the last 10 years.\u003c/p>\n\u003cp>What explains all this?\u003c/p>\n\u003cp>Newall, at Ipsos, has one theory: The bitterness of the classroom culture wars – led by an outspoken minority of politicians, parents and activists, who, our poll suggests, may not speak for a majority of Republicans, let alone a majority of Americans – may be poisoning the well.\u003c/p>\n\u003cp>“It’s really this focus, I think, on some of the most extreme voices that has made teachers feel persecuted or feel like their job has gotten harder,” Newall says, “and that’s not how the vast majority of the American public feels.”\u003c/p>\n\u003cp>According to a recent review of 1,000-plus requests to remove books from schools during the 2021-’22 school year, \u003ca href=\"https://www.washingtonpost.com/education/2023/05/23/lgbtq-book-ban-challengers/\" target=\"_blank\" rel=\"noopener\">The Washington Post found\u003c/a> the majority were filed by 11 people.\u003c/p>\n\u003ch3>6. Most teachers don’t regret teaching\u003c/h3>\n\u003cp>Ending on a slightly more hopeful note, 80% of teachers surveyed say they’re happy they became teachers – despite widespread agreement that they’re underpaid.\u003c/p>\n\u003cp>How do you reconcile that happiness with so much bad news?\u003c/p>\n\u003cp>Well, 95% of teachers surveyed say they became teachers because they wanted “to do good.”\u003c/p>\n\u003cp>“For many, teaching is a passion. That was clear in our polling five years ago,” Newall says, referring to an \u003ca href=\"https://www.npr.org/sections/ed/2018/05/02/605757547/unionized-or-not-teachers-struggle-to-make-ends-meet-npr-ipsos-poll-finds\" target=\"_blank\" rel=\"noopener\">NPR/Ipsos teacher poll from 2018\u003c/a>. “They know it’s a hard job and they feel that the public’s views of their job have only gotten worse over time. And yet they still love the job and would choose to do it again. And that’s passion\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Oregon teacher Leeann Bennett says she’s left teaching, several times, but keeps coming back.\u003c/p>\n\u003cp>“I come home every single day just emotionally wiped out because I am on point for seven and a half hours with kids, and I don’t get a break,” Bennett says, but it’s also deeply \u003cem>fulfilling\u003c/em>.\u003c/p>\n\u003cp>“My job is fantastic,” Bennett says. “I love [it.]”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and data graphics by: LA Johnson and Alyson Hurt\u003cbr>\nReporting contributed by: Janet W. Lee\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Poll%3A+Americans+say+teachers+are+underpaid%2C+about+half+of+Republicans+oppose+book+bans&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Are parents, teachers and the public feeling as divided as the headlines make it seem? A pair of new NPR/Ipsos polls reveals division, to be sure, but also surprising consensus.","status":"publish","parent":0,"modified":1685722125,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":66,"wordCount":2472},"headData":{"title":"Poll: Americans say teachers are underpaid, about half of Republicans oppose book bans | KQED","description":"Are parents, teachers and the public feeling as divided as it seems? A pair of new NPR/Ipsos polls reveals division but also surprising consensus.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Are parents, teachers and the public feeling as divided as it seems? A pair of new NPR/Ipsos polls reveals division but also surprising consensus."},"nprImageCredit":"LA Johnson","nprByline":"Cory Turner","nprImageAgency":"NPR","nprStoryId":"1177566467","nprApiLink":"http://api.npr.org/query?id=1177566467&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/06/02/1177566467/poll-teachers-underpaid-republicans-book-bans?ft=nprml&f=1177566467","nprRetrievedStory":"1","nprPubDate":"Fri, 02 Jun 2023 09:33:00 -0400","nprStoryDate":"Fri, 02 Jun 2023 05:00:30 -0400","nprLastModifiedDate":"Fri, 02 Jun 2023 05:00:30 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/06/20230602_me_poll_americans_say_teachers_are_underpaid_about_half_of_republicans_oppose_book_bans.mp3?orgId=1&topicId=1013&d=196&p=3&story=1177566467&ft=nprml&f=1177566467","nprAudioM3u":"http://api.npr.org/m3u/11179612177-7755bd.m3u?orgId=1&topicId=1013&d=196&p=3&story=1177566467&ft=nprml&f=1177566467","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61756/poll-americans-say-teachers-are-underpaid-about-half-of-republicans-oppose-book-bans","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/06/20230602_me_poll_americans_say_teachers_are_underpaid_about_half_of_republicans_oppose_book_bans.mp3?orgId=1&topicId=1013&d=196&p=3&story=1177566467&ft=nprml&f=1177566467","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We’ve all seen the headlines – about \u003ca href=\"https://pen.org/report/banned-usa-growing-movement-to-censor-books-in-schools/\" target=\"_blank\" rel=\"noopener\">book bans\u003c/a>, \u003ca href=\"https://www.kgw.com/article/news/education/salem-keizer-school-board-meeting-shouting-hate-speech/283-9f697da7-d326-464f-afb7-ffeefe6806d0\" target=\"_blank\" rel=\"noopener\">school board shoutfests\u003c/a> and new laws to limit how teachers can \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">talk about gender identity\u003c/a> or \u003ca href=\"https://www.edweek.org/policy-politics/map-where-critical-race-theory-is-under-attack/2021/06\" target=\"_blank\" rel=\"noopener\">racism\u003c/a>. America is deeply divided, and those fissures are ripping through classrooms – with teachers trapped straddling the chasms.\u003c/p>\n\u003cp>But are parents, teachers and the public feeling as divided as the headlines make it seem?\u003c/p>\n\u003cp>A pair of new, \u003ca href=\"https://www.ipsos.com/en-us/americans-trust-teachers-some-still-want-parents-be-primary-voices-whats-taught\" target=\"_blank\" rel=\"noopener\">nationally-representative NPR/Ipsos polls\u003c/a> reveals division, to be sure: A majority of Republican parents worry broadly about what children are being taught, compared to a minority of Democratic parents. There’s also division \u003cem>within\u003c/em> the Republican Party around how to address that worry and whether banning books or restricting teachers is appropriate.\u003c/p>\n\u003cp>But there’s a surprising consensus among the general public too: a sweeping respect for teachers and broad agreement that they’re overworked and should be better paid.\u003c/p>\n\u003cp>One poll, of the general public, included 1,316 respondents with an oversampling of K-12 parents (452); the other surveyed 510 K-12 teachers. We sorted through the results and smooshed them thematically into a handful of the most interesting takeaways.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Before we start, a reminder: Polling is a butter knife not a scalpel, and the margins of error here are worth keeping in mind: +/- 3.0 percentage points at the 95% confidence level for all general public respondents, +/- 4.8 percentage points for K-12 parents, and +/- 5.0 for K-12 teachers. Now then:\u003c/p>\n\u003ch3>1. Parents, teachers and the general public agree: Educators are overworked and underpaid\u003c/h3>\n\u003cp>Just 19% of teachers surveyed believe they are paid fairly, and 93% say they’re asked to do too much for the pay they receive.\u003c/p>\n\u003cp>“We need to help support teachers as much as we can so that the good ones aren’t burning out and, you know, finding waitressing jobs because they can either get more money or they just don’t want to deal with it,” says Sylvia Gonzales, a longtime teacher in the Dallas area.\u003c/p>\n\u003cp>The surprise here isn’t that teachers think they’re underpaid; it’s that much of the public agrees.\u003c/p>\n\u003cp>Just 22% of the general public believe teachers are paid fairly, and three-quarters (75%) say teachers are “asked to do too much work for the pay they receive.”\u003c/p>\n\u003cp>“Even if they’re getting paid a million dollars, they’re not getting paid what they’re worth,” says Mike Kerr, a registered Republican and father of two children attending public schools near Fort Collins, Colo. “I can’t even tell you, like, I hold teachers in such high regard. Every single one of my kids’ teachers, from kindergarten now through seventh grade, I have absolutely adored.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>With nearly half of public schools \u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/12_6_2022.asp?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener\">having at least one teacher vacancy\u003c/a> at the beginning of this school year, the fact that three-quarters of survey respondents now agree teachers are overworked and nearly 7 in 10 say they are underpaid doesn’t bode well \u003ca href=\"https://www.npr.org/2023/03/22/1160371732/teacher-shortages-mississippi-education-job-fair\" target=\"_blank\" rel=\"noopener\">for local and regional teacher shortages.\u003c/a>\u003c/p>\n\u003cp>Like Kerr, most parents and the general public – 90% – also say they believe “teaching is a worthwhile profession that deserves respect.”\u003c/p>\n\u003cp>Little surprise, though, that two-thirds (66%) of parents admit they would be “concerned” about their child’s financial future if they wanted to become a teacher.\u003c/p>\n\u003ch3>2. Americans \u003cem>say\u003c/em> they trust teachers to make classroom decisions, but it’s complicated\u003c/h3>\n\u003cp>With all the stories these days, about parents and activists challenging teachers over a host of classroom issues, you might think trust in teachers is low.\u003c/p>\n\u003cp>But you’d be wrong. Three-quarters of parents – and the general public – agree “teachers are professionals who should be trusted to make decisions about classroom curriculum.”\u003c/p>\n\u003cp>This question of trust is complicated though.\u003c/p>\n\u003cp>When asked who should be \u003cem>primarily\u003c/em> responsible for decisions about what is taught in public schools, respondents splintered dramatically, with the public and parents broadly aligned.\u003c/p>\n\u003cp>Thirty percent say teachers should be primarily responsible, while about 27% side with parents and about 26% side with school boards. What should we make of this wild variation?\u003c/p>\n\u003cp>“In the abstract, people trust teachers,” says Mallory Newall, a vice president at Ipsos, but Republicans and Republican parents “are showing some signs of concern.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>For example, just 15% of Republicans overall say teachers should be \u003cem>primarily\u003c/em> responsible for what’s taught in schools; 48% say that power should fall to parents. For Democrats, the dynamic flips: 46% say teachers should be \u003cem>primarily\u003c/em> responsible while just 9% think parents should.\u003c/p>\n\u003cp>When we asked teachers who \u003cem>they\u003c/em> think should be primarily responsible for decisions about what is taught, perhaps unsurprisingly, 60% side with their fellow teachers, while just 15% defer to school boards and even fewer, 10%, side with parents.\u003c/p>\n\u003ch3>3. Republicans appear divided over political intervention in education\u003c/h3>\n\u003cp>Republican officials in many states, including Florida, Iowa, Texas, Arizona, Oklahoma and Georgia, \u003ca href=\"https://www.ecs.org/state-education-policy-tracking/\" target=\"_blank\" rel=\"noopener\">have waged pitched battles\u003c/a> over what can and cannot be discussed in the classroom.\u003c/p>\n\u003cp>In Florida, for example, lawmakers and Gov. Ron DeSantis have \u003ca href=\"https://apnews.com/article/desantis-florida-lgbtq-education-health-c68a7e5fe5cf22ab8cca324b00644119\" target=\"_blank\" rel=\"noopener\">led a handful of controversial incursions\u003c/a> into state education policy, threatening teachers who cross new legal lines in conversations about race, racism and gender identity with students.\u003c/p>\n\u003cp>To be clear, many parents \u003cem>do \u003c/em>feel anxious about what’s going on in classrooms. Sixty-five percent of Republican parents and 46% of Independent parents say they’re worried about what their child is being taught or will be taught. Just 30% of Democrats who are parents share that concern.\u003c/p>\n\u003cp>But this new NPR/Ipsos poll of parents and the public suggests Republicans are divided over efforts to put that worry into action by controlling what happens inside classrooms.\u003c/p>\n\u003cp>When it comes to state lawmakers “creating policies to restrict what subjects teachers and students can discuss,” 38% of Republicans are onboard, while 49% are opposed. At the same time, nearly half (48%) of Republicans approve of \u003cem>school boards\u003c/em> limiting what subjects teachers and students can discuss, while 39% are opposed.\u003c/p>\n\u003cp>Odunayo Ajayi, a parent in Maryland, supports efforts \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">to prevent teachers from discussing gender identity\u003c/a> with students. He worries giving kids too much access to information, too much educational liberty, can overwhelm them. For example, if young people are told that gender is fluid, that “you can be whatever you want to be,” Ajayi says, “that is too much liberty.”\u003c/p>\n\u003cp>But it’s clear in the poll data and interviews that some Republican respondents feel differently.\u003c/p>\n\u003cp>“We’re really tying [teachers’] hands,” says Amanda Hickerson, a Republican parent in southeast Virginia. “I wouldn’t go to my mechanic and tell him how to fix my car… So why are we doing this to our teachers? It just doesn’t make any sense to me.”\u003c/p>\n\u003cp>In our NPR/Ipsos survey of teachers, educators say they feel the same. Ninety-three percent believe teachers are professionals who should be trusted to make decisions about classroom curriculum. Several veteran teachers tell NPR they feel hamstrung by federal, state and local officials, usually non-educators, telling them what they can and cannot do.\u003c/p>\n\u003cp>“When I first started teaching, teachers had a great deal more autonomy in their classrooms. I believe that [they] were treated more as professionals, recognized as experts in their field,” says Leeann Bennett, who has been teaching for more than two decades and now works in an alternative middle school on the Oregon coast, a job she says she loves.\u003c/p>\n\u003cp>Bennett says current efforts to limit teachers miss the whole point of teaching:\u003c/p>\n\u003cp>To help children learn \u003cem>how\u003c/em> to think, not \u003cem>what\u003c/em> to think.\u003c/p>\n\u003cp>“I always let [my students] know, ‘I’m not trying to make you think like I do,’ ” Bennett says. ” ‘I’m trying to help you figure out what \u003cem>you\u003c/em> think.’ And when teachers get hamstrung… this is a disservice to our democracy and it’s certainly a disservice to growing minds.”\u003c/p>\n\u003cp>Scott Lone, a veteran teacher outside Milwaukee, takes particular issue with efforts in other states \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">to prevent teachers from discussing sexuality and gender identity\u003c/a> with their students.\u003c/p>\n\u003cp>Lone is openly gay but didn’t come out until he was 39.\u003c/p>\n\u003cp>“I know the loneliness and despair that many of our students who are part of the LGBT community experience on a daily basis,” Lone says. “All it takes is one teacher… to be a beacon of hope for that child, and that child will flourish. And if we can’t be that beacon of hope, then we have done a disservice to the teaching profession. We have done a disservice to humanity. And we really ought to be ashamed of ourselves.”\u003c/p>\n\u003ch3>4. Democrats, Independents \u003cem>and Republicans\u003c/em> oppose book bans\u003c/h3>\n\u003cp>When it comes to state lawmakers \u003ca href=\"https://pen.org/report/americas-censored-classrooms/\" target=\"_blank\" rel=\"noopener\">removing certain books from schools\u003c/a>, such bans have the support of just 5% of Democrats, 16% of Independents and 35% of Republicans. Fifty-two percent of Republicans oppose such efforts.\u003c/p>\n\u003cp>“Anything that depicts pornography should be removed. That’s not part of a public school,” says Heather Randell, who homeschools her 13-year-old son in the Dallas area. Randell identifies as a conservative-leaning Christian, and says “anything that is displaying actual sex acts, outside of a \u003cem>National Geographic\u003c/em> special on reproduction, should not be in a library.”\u003c/p>\n\u003cp>But Randell disagrees with broader efforts to ban books based on their treatment of race.\u003c/p>\n\u003cp>“There’s a lot of books that I think that are politically charged or race charged,” Randell says. “Those do not offend me at all because that opens up a kid’s mind one way or the other. I’m OK with opening up their minds. Just don’t do sex.”\u003c/p>\n\u003cp>While Republicans are more likely to support local school boards doing the banning – 41% versus just 7% of Democrats and 21% of Independents – 46% of Republicans still oppose such efforts.\u003c/p>\n\u003cp>Kerr, the Colorado Republican, says, “as a child growing up, a lot of the books that I read, maybe I didn’t enjoy them, but I was forced to read them. But they opened my eyes to the world\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>\u003cem>Native Son\u003c/em> by Richard Wright, for example, “a book that’s probably no longer allowed in schools, but it really opened my eyes, coming from where I grew up in a farming community to a city with other races and other cultures,” Kerr says.\u003c/p>\n\u003cp>On the subject of gender identity, several Republican respondents tell NPR they worry that efforts to limit what teachers can say – as \u003ca href=\"https://www.cnn.com/2023/04/19/politics/florida-bans-teaching-gender-identity-sexual-orientation/index.html\" target=\"_blank\" rel=\"noopener\">one new Florida policy\u003c/a> does – sends the wrong message to children.\u003c/p>\n\u003cp>“It’s just playing into teaching kids that, you know, somebody is different. Let’s get rid of them,” says Stephanie, a mother of four children in the Chicago area and a registered Republican. “I just think the better thing to do would be to teach kids about different people and how to accept everyone.”\u003c/p>\n\u003cp>Stephanie asked that we not use her last name because many in her community disagree with her views, and she worries her comments could hurt her family.\u003c/p>\n\u003ch3>5. Public perception of teachers has gotten worse\u003c/h3>\n\u003cp>Half the general public in our NPR/Ipsos poll say the public’s \u003cem>perceptions\u003c/em> of teachers have gotten worse in the last 10 years. But it’s hard to know what to make of that. Keep in mind, these are the same respondents who say, overwhelmingly, that teachers deserve respect and aren’t paid fairly.\u003c/p>\n\u003cp>So support for teachers among \u003cem>individual\u003c/em> respondents is strong – quite strong – even as many believe the \u003cem>broader public’s\u003c/em> perception of them has gotten worse.\u003c/p>\n\u003cp>Teachers themselves tell a similar story. Seventy-three percent say the public’s perception of them has gotten worse over the last decade, and 66% say their working conditions have worsened.\u003c/p>\n\u003cp>As something of a surprise, teachers are slightly more likely than the general public (46% vs. 41%) to say the quality of public education in their area has also gotten worse in the last 10 years.\u003c/p>\n\u003cp>What explains all this?\u003c/p>\n\u003cp>Newall, at Ipsos, has one theory: The bitterness of the classroom culture wars – led by an outspoken minority of politicians, parents and activists, who, our poll suggests, may not speak for a majority of Republicans, let alone a majority of Americans – may be poisoning the well.\u003c/p>\n\u003cp>“It’s really this focus, I think, on some of the most extreme voices that has made teachers feel persecuted or feel like their job has gotten harder,” Newall says, “and that’s not how the vast majority of the American public feels.”\u003c/p>\n\u003cp>According to a recent review of 1,000-plus requests to remove books from schools during the 2021-’22 school year, \u003ca href=\"https://www.washingtonpost.com/education/2023/05/23/lgbtq-book-ban-challengers/\" target=\"_blank\" rel=\"noopener\">The Washington Post found\u003c/a> the majority were filed by 11 people.\u003c/p>\n\u003ch3>6. Most teachers don’t regret teaching\u003c/h3>\n\u003cp>Ending on a slightly more hopeful note, 80% of teachers surveyed say they’re happy they became teachers – despite widespread agreement that they’re underpaid.\u003c/p>\n\u003cp>How do you reconcile that happiness with so much bad news?\u003c/p>\n\u003cp>Well, 95% of teachers surveyed say they became teachers because they wanted “to do good.”\u003c/p>\n\u003cp>“For many, teaching is a passion. That was clear in our polling five years ago,” Newall says, referring to an \u003ca href=\"https://www.npr.org/sections/ed/2018/05/02/605757547/unionized-or-not-teachers-struggle-to-make-ends-meet-npr-ipsos-poll-finds\" target=\"_blank\" rel=\"noopener\">NPR/Ipsos teacher poll from 2018\u003c/a>. “They know it’s a hard job and they feel that the public’s views of their job have only gotten worse over time. And yet they still love the job and would choose to do it again. And that’s passion\u003cem>.”\u003c/em>\u003c/p>\n\u003cp>Oregon teacher Leeann Bennett says she’s left teaching, several times, but keeps coming back.\u003c/p>\n\u003cp>“I come home every single day just emotionally wiped out because I am on point for seven and a half hours with kids, and I don’t get a break,” Bennett says, but it’s also deeply \u003cem>fulfilling\u003c/em>.\u003c/p>\n\u003cp>“My job is fantastic,” Bennett says. “I love [it.]”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and data graphics by: LA Johnson and Alyson Hurt\u003cbr>\nReporting contributed by: Janet W. Lee\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Poll%3A+Americans+say+teachers+are+underpaid%2C+about+half+of+Republicans+oppose+book+bans&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61756/poll-americans-say-teachers-are-underpaid-about-half-of-republicans-oppose-book-bans","authors":["byline_mindshift_61756"],"categories":["mindshift_194"],"tags":["mindshift_21657","mindshift_21659","mindshift_21660","mindshift_21339","mindshift_21658","mindshift_21537","mindshift_21601","mindshift_21398","mindshift_21656","mindshift_21605"],"featImg":"mindshift_61757","label":"mindshift"},"mindshift_61254":{"type":"posts","id":"mindshift_61254","meta":{"index":"posts_1591205157","site":"mindshift","id":"61254","score":null,"sort":[1679490315000]},"guestAuthors":[],"slug":"what-we-do-and-dont-know-about-teacher-shortages-and-what-can-be-done-about-them","title":"What we do (and don't) know about teacher shortages, and what can be done about them","publishDate":1679490315,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Wearing an effortless smile and a crisp, gray suit with a cloth lapel flower, Tommy Nalls Jr. projects confidence. Which is the point. In a ballroom full of job candidates, no one wants to dance with a desperate partner. And, as badly as his district needs teachers, Nalls doesn't want just anyone.\u003c/p>\n\u003cp>\"They have to have this certain grit, that certain fight,\" says Nalls, director of recruitment for Jackson Public Schools, in Mississippi's capital city. \"That dog in 'em, so to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_61255\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61255\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/cturner_thomas_jps_custom-df7dec0a6831ff3a275c7c614c10d0df58b98813.jpg\" alt=\"\" width=\"200\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/cturner_thomas_jps_custom-df7dec0a6831ff3a275c7c614c10d0df58b98813.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/cturner_thomas_jps_custom-df7dec0a6831ff3a275c7c614c10d0df58b98813-160x256.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Tommy Nalls Jr. at a teacher job fair in Starkville, Miss. The head of recruitment for Jackson Public Schools says he's proud of his district's rise in state rankings, from an F-rated district to a C. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On this sun-kissed morning in March, he's a couple hours north of Jackson, in a ballroom on the campus of Mississippi State University, at a job fair full of soon-to-graduate teachers and school district recruiters from all over the state, and even out-of-state, competing to hire them.\u003c/p>\n\u003cp>Many districts across the country are grappling with teacher shortages large and small. \u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/12_6_2022.asp?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener\">Limited federal data\u003c/a> show, as of October 2022, 45% of public schools had at least one teacher vacancy; that's after the school year had already begun. And schools that serve high-poverty neighborhoods and/or a \"high-minority student body\" were more likely to have vacancies.\u003c/p>\n\u003cp>For several months, NPR has been exploring the forces at work behind these local teacher shortages. Interviews with more than 70 experts and educators across the country, including teachers both aspiring and retiring, offer several explanations: For nearly a decade,\u003ca href=\"https://cdn.americanprogress.org/content/uploads/2019/12/04113550/TeacherPrep-report1.pdf\" target=\"_blank\" rel=\"noopener\"> fewer people have been going to school to become teachers\u003c/a>; \u003ca href=\"https://nces.ed.gov/programs/digest/d22/tables/dt22_211.60.asp\" target=\"_blank\" rel=\"noopener\">pay remains low in many places\u003c/a>; and, with unemployment also low, some could-be teachers have chosen more lucrative work elsewhere. Researchers and educators also point to a cultural undertow pulling at the profession: \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/Kraft%20Lyon%202022%20State%20of%20the%20Teaching%20Profession_0.pdf\" target=\"_blank\" rel=\"noopener\">a long decline in Americans' esteem for teaching\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Educators shared stories of students learning Spanish from computers, and superintendents doing double duty as substitute teachers. But they also shared stories of creative, committed efforts – from San Antonio to Hooper Bay, Alaska – to grow a new generation of teachers, while doing more to make sure veteran teachers want to stay.\u003c/p>\n\u003cp>Jackson's story is instructive, if not unique. On average, Nalls says, the district loses 1 in 5 teachers every year. Salaries there start at just $44,000, and, back at the job fair, Nalls has to compete with a suburban Texas district, a few tables over, advertising $58,000.\u003c/p>\n\u003cp>Jackson's shortage is also exacerbated by a \u003ca href=\"https://www.npr.org/2022/10/01/1126121420/jackson-miss-residents-struggle-with-basic-needs-as-the-water-crisis-disrupts-li\" target=\"_blank\" rel=\"noopener\">years-long water crisis\u003c/a> and poverty, which can follow students to school in the form of trauma, disruptive behavior and lower test scores. In Mississippi, districts are publicly rated on student performance – a rating novice educators are well aware of. Just a few years ago, Jackson was an F-rated district, and this job fair has plenty of districts with higher salaries and technicolor banners trumpeting their A ratings.\u003c/p>\n\u003cp>It takes 20 minutes for the first teacher candidate to pause at Nalls' table.\u003c/p>\n\u003cp>\"I'm looking for a good work environment,\" says Kierra Carr, who plans to become an elementary school teacher. \"And I just want to have fun with the students, basically.\"\u003c/p>\n\u003cp>\"You hadn't considered ever coming to work and teach in Jackson?\" Nalls asks playfully, low-pressure. \"Why not?! We've got some of the best elementary schools in the state!\"\u003c/p>\n\u003cp>Carr leaves her name and email on Nalls' interest list, while admitting she has reservations about teaching in Jackson: \"It's kind of scary. I think that's why most people stray away from teaching there because of what's been said on the news a lot.\"\u003c/p>\n\u003cp>Nalls leans into these headwinds with patient optimism. Jackson is on the rise, he points out, earning a C rating from the state last year. And he's proud to make that pitch to the eight candidates he interviews at the fair and the half dozen more who leave their contact information.\u003c/p>\n\u003cp>\"They're not beating the table down trying to get to Jackson,\" Nalls says toward the end of the fair. \"But we're working on that part of it.\"\u003c/p>\n\u003ch3>It's hard to know the size of the problem\u003c/h3>\n\u003cp>\"Teacher shortages are poorly understood.\" That's \u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-631.pdf\" target=\"_blank\" rel=\"noopener\">according to a paper\u003c/a> published last summer. The reason they're poorly understood? A profound \"lack of data\" at the federal and state levels.\u003c/p>\n\u003cp>So the paper's researchers built their own dataset by combing through news reports and the websites of state departments of education. Their conclusion, what they consider a \"conservative\" estimate of teacher shortages nationwide: at least 36,000 vacant positions and many times more jobs being filled by underqualified teachers. One of those researchers, Tuan Nguyen, shares his data at the easy-to-remember \u003ca href=\"https://www.teachershortages.com/\" target=\"_blank\" rel=\"noopener\">teachershortages.com\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-14.html\" target=\"_blank\" rel=\"noopener\">A nationally representative survey\u003c/a> by the RAND Corporation, found that \"teacher turnover increased 4 percentage points above prepandemic levels, reaching 10 percent nationally at the end of the 2021–2022 school year.\"\u003c/p>\n\u003cp>It's important to think of school staffing challenges not as one national shortage, but as innumerable hyper-local shortages. Because nationally, \"we have more teachers on a numeric basis than we did before the pandemic, and we have fewer students\" due to enrollment drops, says Chad Aldeman, a researcher who studies teacher shortages.\u003c/p>\n\u003cp>\"Contrary to popular talking points, there is no generic shortage of teachers,\" \u003ca href=\"https://files.eric.ed.gov/fulltext/ED596444.pdf\" target=\"_blank\" rel=\"noopener\">reads one deep-dive into the available data\u003c/a>. \"The biggest issue districts face in staffing schools with qualified teachers is... a chronic and perpetual misalignment of teacher supply and demand.\"\u003c/p>\n\u003cp>Some \u003cem>kinds\u003c/em> of teachers are consistently in short supply. Jackson Public Schools need special education, science and math teachers. But so does every other district at the job fair.\u003c/p>\n\u003cp>The misalignment of supply and demand is also geographic and economic, though.\u003c/p>\n\u003ch3>There's an inequity around teacher shortages\u003c/h3>\n\u003cp>\"Some schools are harder to staff,\" Aldeman says.\u003c/p>\n\u003cp>Many districts \"have dozens of teachers applying for the same positions,\" Tuan Nguyen explains. \"But in a nearby district that is more economically disadvantaged or has a higher proportion of minority students, they have difficulty attracting teachers.\"\u003c/p>\n\u003cfigure id=\"attachment_61258\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61258\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jennifer Carter earned her master's degree in December through the Mississippi Teacher Residency. She's now a special education teacher by day and drives a bus before and after school to make extra money. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Jackson, the median income of school district households is \u003ca href=\"https://nces.ed.gov/Programs/Edge/ACSDashboard/2802190\" target=\"_blank\" rel=\"noopener\">under $39,000\u003c/a>, and 95% of students are Black, after generations of white flight from the district.\u003c/p>\n\u003cp>It turns out, shortages are a lot like school districts themselves. They often begin and end at arbitrary lines that have more to do with privilege and zip code than the needs of children.\u003c/p>\n\u003cp>At the job fair, Nalls meets a few candidates who, though they're from the Jackson area, say they're more interested in teaching in nearby, more affluent suburban schools.\u003c/p>\n\u003cp>\"It's the kids that need the most that are getting the least,\" says Margarita Bianco, who studies teacher recruitment at the University of Colorado Denver. \"And it's perpetuating an already horrific problem in terms of an opportunity gap between kids of color and their white, more affluent peers.\"\u003c/p>\n\u003ch3>Pay and the cost of college also play a role\u003c/h3>\n\u003cp>Given that economically disadvantaged districts like Jackson are generally hit harder by shortages, the answer to why has to start with money. \u003ca href=\"https://nces.ed.gov/programs/digest/d22/tables/dt22_211.60.asp\" target=\"_blank\" rel=\"noopener\">According to federal data\u003c/a>, teachers in the U.S. earned an average of $66,397 in 2021-22. But there are a few wrinkles in that number.\u003c/p>\n\u003cp>First, it hides enormous variation in school funding and teacher pay from state to state. The average salary in Connecticut, $81,185, may be a comfortable wage, but the average in Mississippi was just $47,162. Keep in mind, that's not the average \u003cem>starting \u003c/em>salary; that's the average for \u003cem>all \u003c/em>public elementary and secondary school teachers in the state.\u003c/p>\n\u003cp>Salaries can also vary wildly from district to district.\u003c/p>\n\u003cp>\"If I moved down to the district in which I live and taught there, I would probably get a $10,000 pay raise just from switching districts,\" says Renee, a veteran high school English teacher in rural Ohio who asked that we not use her last name for fear of reprisal from her district. \"We lose a lot of teachers in my district after one, two, three, four years, because if they're single, especially, it's not enough money to have even just an apartment by themselves.\"\u003c/p>\n\u003cp>What's more, after adjusting for inflation, the average teacher's salary has \u003ca href=\"https://nces.ed.gov/programs/digest/d22/tables/dt22_211.60.asp\" target=\"_blank\" rel=\"noopener\">stagnated since 1990.\u003c/a> According to \u003ca href=\"https://www.epi.org/publication/teacher-pay-penalty-2022/\" target=\"_blank\" rel=\"noopener\">research from the Economic Policy Institute\u003c/a>, that means teachers also earned 23.5% less than comparable college graduates in 2021. Even after factoring in other benefits, teacher compensation still lagged other college grads by roughly 14%.\u003c/p>\n\u003cp>\"I'm more educated than my husband,\" says Renee in rural Ohio. \"I have two master's degrees and a bachelor's degree, and I earn way less than he does.\"\u003c/p>\n\u003cp>Renee echoed something NPR heard from many teachers – that she's tired of hearing school leaders and politicians talk of teaching as \"a calling,\" while pay remains so low.\u003c/p>\n\u003cfigure id=\"attachment_61259\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61259\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Pastor Dwayne Williams, aka Mister D, started as a substitute teacher, but fell in love with the work and eventually enrolled in the Mississippi Teacher Residency program. Now the 61-year-old is teaching second-graders. \"You may not change everybody,\" Williams says, \"but you can change somebody.\" \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yes, she says, \"it's a calling. But it also should be a career.\"\u003c/p>\n\u003cp>There's also the front-end cost of becoming a teacher. Most places still require at least 4 years of college, and \u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_330.10.asp?current=yes\" target=\"_blank\" rel=\"noopener\">federal data\u003c/a> shows that, while teacher pay has been stagnant since 1990, the inflation-adjusted cost of college has nearly doubled, from about $15,000 a year in 1990 to $29,000 in 2020.\u003c/p>\n\u003cp>Making matters worse, federal loan forgiveness programs meant to help teachers shed college debts \u003ca href=\"https://www.npr.org/series/672219778/the-trouble-with-teach-grants\" target=\"_blank\" rel=\"noopener\">have made headlines\u003c/a> for doing the opposite. The rising cost of college is forcing an uncomfortable cost-benefit analysis on aspiring teachers. Ominously, between 2010 and 2018, enrollment in traditional teacher preparation programs \u003ca href=\"https://cdn.americanprogress.org/content/uploads/2019/12/04113550/TeacherPrep-report1.pdf\" target=\"_blank\" rel=\"noopener\">dropped by roughly a third\u003c/a>.\u003c/p>\n\u003cp>One important caveat to that decline, and an early sign of good news, is that since 2018 \"the data suggest that things are getting better, not worse,\" says researcher Chad Aldeman.\u003c/p>\n\u003ch3>The prestige associated with teaching isn't what it used to be\u003c/h3>\n\u003cp>Pay, specialty and zip code matter a lot when it comes to local teacher shortages, but Matthew Kraft, who studies teacher hiring and training at Brown University, says subtler, no less important forces are also at work – about how we \u003cem>perceive\u003c/em> teaching.\u003c/p>\n\u003cp>Meaning, do we, as a culture, think teaching is prestigious? Is it a worthwhile pursuit that rewards hard work and earns the respect of peers? Are teachers happy they chose teaching?\u003c/p>\n\u003cp>\"We were stunned by what we found\u003cem>,\" \u003c/em>says Kraft of the aptly titled paper \"\u003ca href=\"https://www.edworkingpapers.com/ai22-679\" target=\"_blank\" rel=\"noopener\">The Rise and Fall of the Teaching Profession\u003c/a>.\"\u003c/p>\n\u003cp>Kraft and his colleague studied more than a dozen datasets in an effort to gauge the health of the teaching profession over time. They looked at a nationally representative poll of high school seniors and multiple job satisfaction surveys of educators themselves.\u003c/p>\n\u003cp>\"Across every single indicator we measure, our findings show that the overall wellbeing of the teaching profession today is at or near historically low levels,\" they write.\u003c/p>\n\u003cp>Perceptions of teacher prestige have fallen in the last decade, they write, \"to be at or near the lowest levels recorded over the last half century.\"\u003c/p>\n\u003cp>So too has interest in teaching fallen among high school seniors and college freshmen: \"50% since the 1990s, and 38% since 2010, reaching the lowest level in the last 50 years.\"\u003c/p>\n\u003cp>So that's generations of could-be teachers choosing other paths. What about those who do choose teaching?\u003c/p>\n\u003cp>\"Teachers' job satisfaction is also at the lowest level in five decades, with the percent of teachers who feel the stress of their job is worth it dropping from 81% to 42% in the last 15 years.\"\u003c/p>\n\u003cp>And that drop is not simply the result of pandemic stress, the researchers write. \"Most of these declines occurred steadily throughout the last decade suggesting they are a function of larger, long-standing structural issues with the profession. In our view, these findings should be cause for serious national concern.\"\u003c/p>\n\u003cp>In NPR interviews, former and current teachers offered story after story that echoed these broader findings – that teaching through the pandemic was incredibly difficult, but that many challenges had begun long before COVID-19.\u003c/p>\n\u003cp>\"We have definitely hit a new low,\" says Sandy Brumbaum, an elementary school teacher and literacy coach in the California Bay Area, who says teachers have felt micromanaged and disrespected by political efforts at the national, state and district level for years. \"When politicians and parents get involved and say, 'You can't teach this, and you can't teach that.' Like, you're judged and you're shamed for how you're teaching. I think that is demeaning.\u003cem>\"\u003c/em>\u003c/p>\n\u003cp>In rural Kansas, Chelsey Juenemann has been teaching middle school language arts for most of her 20-year career, but, in November, she told her superintendent she'd be leaving at the end of the school year.\u003c/p>\n\u003cp>\"The view of education, the view of teachers has changed,\" Juenemann worries. \"There's not a lot of respect for education and educators. And it just takes it out of you after a while.\"\u003c/p>\n\u003cp>Teachers were once thought of as \"heroes,\" Juenemann says, echoing generations of polling. \"These heroes that make such a difference in children's lives. And I don't feel like education and educators are viewed that way anymore.\"\u003c/p>\n\u003cp>\"Fix the teacher shortage? Well, how about you have supported teachers,\" says Christina Trosper of Knox County, Ky., who's in her 21st year of teaching. Trosper says, as a high school social studies teacher, the politics around what she can teach have become toxic. \"I've struggled. I have been ostracized. I have been straight up harassed. I have had death threats.\"\u003c/p>\n\u003cp>But Trosper says she won't stop teaching. \"I f***ing love it. I love it. It is my passion.\"\u003c/p>\n\u003cp>Marie, an elementary school teacher for 10 years in Milwaukee, resigned in summer 2020. She says she loved working with children; it was the lesson-planning on nights and weekends, low pay, tension with some parents and lack of support from school leaders that led her to leave. Marie didn't want to use her full name because she still sometimes works as a substitute teacher in the district.\u003c/p>\n\u003cp>\"I cried so hard writing that resignation letter,\" she says. \"I mourned the loss of that part of me and what could have been. And I was really heartbroken because it didn't have to be like this. Like, education could be good. It could be a good profession. But it just wasn't for me.\"\u003c/p>\n\u003ch3>How some districts are trying to convince people teaching \u003cem>is\u003c/em> for them\u003c/h3>\n\u003cp>There is still plenty that states and districts can do to better support current teachers and invest in the next generation of educators.\u003c/p>\n\u003cp>One option stems from a national movement around Grow Your Own (GYO) programs, in which teacher candidates are cultivated from the local community. The hope is that a community member will be more personally invested in the school system and more likely to stick around.\u003c/p>\n\u003cfigure id=\"attachment_61260\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61260\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Elementary school teacher Jonah Thomas, 22, is new to the classroom. Later this spring, he'll earn his master's in education through the Mississippi Teacher Residency. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Drawing teachers from the community also makes it easier for students to see themselves and their life experiences reflected in their teachers.\u003c/p>\n\u003cp>\u003ca href=\"https://www.newamerica.org/education-policy/reports/grow-your-own-teachers/a-look-at-the-data\" target=\"_blank\" rel=\"noopener\">According to New America\u003c/a>, at least 35 states have some sort of GYO policy on the books and/or fund a GYO program. Among those states is Mississippi, where Kimberly Pate now teaches first grade.\u003c/p>\n\u003cp>Pate, 52, worked for nearly two decades in Jackson's schools as a classroom assistant.\u003c/p>\n\u003cp>The pay was \"peanuts,\" Pate says, \"so I was working literally two full-time jobs to make ends meet.\" With four children of her own, she couldn't afford to go back to college, to become a fully-licensed teacher. That is, until she was offered a slot in the Mississippi Teacher Residency.\u003c/p>\n\u003cp>The pitch was hard to believe: In one year, she'd get a fully-paid-for master's degree from nearby Jackson State University and a better salary. She'd be assigned an experienced mentor at the school where she works (in her case, the assistant principal) to support her. Plus, Pate could keep working full time while being a student – so she could support her family.\u003c/p>\n\u003cp>\"If it wasn't a full salary, I don't think I would be able to do it,\" says Pate, who will earn her master's, plus dual certification in elementary and special education, later this spring. \"It's like, how could you pass that up?\"\u003c/p>\n\u003cp>In return for all of that, Jackson gets a few things. A fully licensed elementary and special education teacher, both in short supply there. Also, a promise from Pate that she will keep teaching in the city for at least three years.\u003c/p>\n\u003cp>The Mississippi Department of Education is focusing its Grow Your Own efforts in 42 districts across the state that have had the hardest time finding and keeping staff. The Mississippi Teacher Residency stands out for its generosity.\u003c/p>\n\u003cp>\"It's really a no-cost pathway. It is a Cadillac package,\" says Courtney Van Cleve, who heads teacher talent acquisition for the Mississippi Department of Education. \"We cover everything: tuition, books, testing fees.\"\u003c/p>\n\u003cp>Originally paid for by a grant from the W.K. Kellogg Foundation, the Residency is now funded with federal dollars, through the Elementary and Secondary School Emergency Relief (ESSER) Fund.\u003c/p>\n\u003cp>Not only does the program cover the full costs of a master's degree while allowing candidates to continue working full time, it is also explicitly intended to diversify the teacher workforce. According to the state, 70% of the program's residents identify as teachers of color.\u003c/p>\n\u003cp>\"Fewer than 1 in 5 teachers are people of color, but more than half of U.S. students are young people of color,\" wrote U.S. Education Secretary Miguel Cardona \u003ca href=\"https://www.tampabay.com/opinion/2023/03/16/us-education-secretary-i-want-us-enrich-public-schools-not-ban-books-topics-column/?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener\">in a recent op-ed\u003c/a>. \"We know that our students benefit from being taught by teachers of all backgrounds.\"\u003c/p>\n\u003cp>In Jackson, that means using the Residency program to continue to train and retain teachers of color, including Pate and Jonah Thomas, 22, whose classroom is just down the hall from Pate's.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61256 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5401_custom-36195b59b3fe0c6cdcab4f5c144e043329acde1b.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5401_custom-36195b59b3fe0c6cdcab4f5c144e043329acde1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5401_custom-36195b59b3fe0c6cdcab4f5c144e043329acde1b-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"You don't see too many Black male teachers in elementary [school],\" says Thomas, who daps up a group of boys at the cafeteria door as he walks to class. \"Their father may not be here or their parents may not be getting along, so they're not seeing their father.\"\u003c/p>\n\u003cp>Thomas says, \"I'm here for them. And I can talk to [them] about anything that [they] may be going through.\"\u003c/p>\n\u003cp>Thomas wears a crisp black shirt, the sleeves just short enough to show his brother's name, Jonathan, tattooed on his right arm. He's an example of how GYO programs use incentives to reach college grads who might not have even considered teaching. He studied economics in college.\u003c/p>\n\u003cp>\"I was still looking for accounting jobs,\" Thomas says, when he heard about the Mississippi Teacher Residency. \"If it weren't for this program, I wouldn't even be a teacher.\"\u003c/p>\n\u003cp>But he was enticed by the idea, having seen first-hand the power of great teaching.\u003c/p>\n\u003cp>\"I watched my mom teach growing up as a little boy. She treated other kids like they were her kids. Like, I remember being jealous sometimes,\" Thomas laughs.\u003c/p>\n\u003cp>He says taking master's-level classes while also working in the classroom has been exhausting, but kind of amazing. \"Everything that we learned we can apply it to our classroom. Like, we'd have classes sometimes where we may learn Wednesday something we can come to school and apply Thursday.\"\u003c/p>\n\u003cp>Eighteen full-fledged Jackson teachers have already come out of the Residency program, and about as many are on their way.\u003c/p>\n\u003cp>Kimberly Pate says, if it weren't for the Mississippi Teacher Residency, she likely wouldn't be where she is now either, in her own classroom, facing a room full of eager first-graders.\u003c/p>\n\u003cp>Working on a reading lesson, the children smile on the edge of their chairs, sounding out P-ai-n-t.\u003c/p>\n\u003cp>It's hard work, reading. But they know they have Ms. Pate, and she isn't going anywhere.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson and Ashley Ahn\u003cbr>\nResearch by: Jonaki Mehta\u003cbr>\nAudio stories produced by: Lauren Migaki\u003cbr>\nAudio stories edited by: Steven Drummond and Nicole Cohen\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Limited national data suggests teachers are plentiful, but many districts that serve some of the most vulnerable students would beg to differ.","status":"publish","parent":0,"modified":1679601705,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":87,"wordCount":3541},"headData":{"title":"What we do (and don't) know about teacher shortages, and what can be done about them | KQED","description":"It's important to think of school staffing challenges not as one national shortage, but as innumerable hyper-local shortages.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Cory Turner","nprImageAgency":"Imani Khayyam for NPR","nprStoryId":"1160371732","nprApiLink":"http://api.npr.org/query?id=1160371732&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/03/22/1160371732/teacher-shortages-mississippi-education-job-fair?ft=nprml&f=1160371732","nprRetrievedStory":"1","nprPubDate":"Wed, 22 Mar 2023 12:12:00 -0400","nprStoryDate":"Wed, 22 Mar 2023 05:00:31 -0400","nprLastModifiedDate":"Wed, 22 Mar 2023 12:12:50 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/03/20230322_me_what_we_do_and_dont_know_about_teacher_shortages_and_what_can_be_done_about_them.mp3?orgId=1&topicId=1013&d=399&p=3&story=1160371732&ft=nprml&f=1160371732","nprAudioM3u":"http://api.npr.org/m3u/11165250019-209fd4.m3u?orgId=1&topicId=1013&d=399&p=3&story=1160371732&ft=nprml&f=1160371732","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/61254/what-we-do-and-dont-know-about-teacher-shortages-and-what-can-be-done-about-them","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2023/03/20230322_me_what_we_do_and_dont_know_about_teacher_shortages_and_what_can_be_done_about_them.mp3?orgId=1&topicId=1013&d=399&p=3&story=1160371732&ft=nprml&f=1160371732","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Wearing an effortless smile and a crisp, gray suit with a cloth lapel flower, Tommy Nalls Jr. projects confidence. Which is the point. In a ballroom full of job candidates, no one wants to dance with a desperate partner. And, as badly as his district needs teachers, Nalls doesn't want just anyone.\u003c/p>\n\u003cp>\"They have to have this certain grit, that certain fight,\" says Nalls, director of recruitment for Jackson Public Schools, in Mississippi's capital city. \"That dog in 'em, so to speak.\"\u003c/p>\n\u003cfigure id=\"attachment_61255\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61255\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/cturner_thomas_jps_custom-df7dec0a6831ff3a275c7c614c10d0df58b98813.jpg\" alt=\"\" width=\"200\" height=\"320\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/cturner_thomas_jps_custom-df7dec0a6831ff3a275c7c614c10d0df58b98813.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/cturner_thomas_jps_custom-df7dec0a6831ff3a275c7c614c10d0df58b98813-160x256.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Tommy Nalls Jr. at a teacher job fair in Starkville, Miss. The head of recruitment for Jackson Public Schools says he's proud of his district's rise in state rankings, from an F-rated district to a C. \u003ccite>(Cory Turner/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On this sun-kissed morning in March, he's a couple hours north of Jackson, in a ballroom on the campus of Mississippi State University, at a job fair full of soon-to-graduate teachers and school district recruiters from all over the state, and even out-of-state, competing to hire them.\u003c/p>\n\u003cp>Many districts across the country are grappling with teacher shortages large and small. \u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/12_6_2022.asp?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener\">Limited federal data\u003c/a> show, as of October 2022, 45% of public schools had at least one teacher vacancy; that's after the school year had already begun. And schools that serve high-poverty neighborhoods and/or a \"high-minority student body\" were more likely to have vacancies.\u003c/p>\n\u003cp>For several months, NPR has been exploring the forces at work behind these local teacher shortages. Interviews with more than 70 experts and educators across the country, including teachers both aspiring and retiring, offer several explanations: For nearly a decade,\u003ca href=\"https://cdn.americanprogress.org/content/uploads/2019/12/04113550/TeacherPrep-report1.pdf\" target=\"_blank\" rel=\"noopener\"> fewer people have been going to school to become teachers\u003c/a>; \u003ca href=\"https://nces.ed.gov/programs/digest/d22/tables/dt22_211.60.asp\" target=\"_blank\" rel=\"noopener\">pay remains low in many places\u003c/a>; and, with unemployment also low, some could-be teachers have chosen more lucrative work elsewhere. Researchers and educators also point to a cultural undertow pulling at the profession: \u003ca href=\"https://www.edworkingpapers.com/sites/default/files/Kraft%20Lyon%202022%20State%20of%20the%20Teaching%20Profession_0.pdf\" target=\"_blank\" rel=\"noopener\">a long decline in Americans' esteem for teaching\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Educators shared stories of students learning Spanish from computers, and superintendents doing double duty as substitute teachers. But they also shared stories of creative, committed efforts – from San Antonio to Hooper Bay, Alaska – to grow a new generation of teachers, while doing more to make sure veteran teachers want to stay.\u003c/p>\n\u003cp>Jackson's story is instructive, if not unique. On average, Nalls says, the district loses 1 in 5 teachers every year. Salaries there start at just $44,000, and, back at the job fair, Nalls has to compete with a suburban Texas district, a few tables over, advertising $58,000.\u003c/p>\n\u003cp>Jackson's shortage is also exacerbated by a \u003ca href=\"https://www.npr.org/2022/10/01/1126121420/jackson-miss-residents-struggle-with-basic-needs-as-the-water-crisis-disrupts-li\" target=\"_blank\" rel=\"noopener\">years-long water crisis\u003c/a> and poverty, which can follow students to school in the form of trauma, disruptive behavior and lower test scores. In Mississippi, districts are publicly rated on student performance – a rating novice educators are well aware of. Just a few years ago, Jackson was an F-rated district, and this job fair has plenty of districts with higher salaries and technicolor banners trumpeting their A ratings.\u003c/p>\n\u003cp>It takes 20 minutes for the first teacher candidate to pause at Nalls' table.\u003c/p>\n\u003cp>\"I'm looking for a good work environment,\" says Kierra Carr, who plans to become an elementary school teacher. \"And I just want to have fun with the students, basically.\"\u003c/p>\n\u003cp>\"You hadn't considered ever coming to work and teach in Jackson?\" Nalls asks playfully, low-pressure. \"Why not?! We've got some of the best elementary schools in the state!\"\u003c/p>\n\u003cp>Carr leaves her name and email on Nalls' interest list, while admitting she has reservations about teaching in Jackson: \"It's kind of scary. I think that's why most people stray away from teaching there because of what's been said on the news a lot.\"\u003c/p>\n\u003cp>Nalls leans into these headwinds with patient optimism. Jackson is on the rise, he points out, earning a C rating from the state last year. And he's proud to make that pitch to the eight candidates he interviews at the fair and the half dozen more who leave their contact information.\u003c/p>\n\u003cp>\"They're not beating the table down trying to get to Jackson,\" Nalls says toward the end of the fair. \"But we're working on that part of it.\"\u003c/p>\n\u003ch3>It's hard to know the size of the problem\u003c/h3>\n\u003cp>\"Teacher shortages are poorly understood.\" That's \u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-631.pdf\" target=\"_blank\" rel=\"noopener\">according to a paper\u003c/a> published last summer. The reason they're poorly understood? A profound \"lack of data\" at the federal and state levels.\u003c/p>\n\u003cp>So the paper's researchers built their own dataset by combing through news reports and the websites of state departments of education. Their conclusion, what they consider a \"conservative\" estimate of teacher shortages nationwide: at least 36,000 vacant positions and many times more jobs being filled by underqualified teachers. One of those researchers, Tuan Nguyen, shares his data at the easy-to-remember \u003ca href=\"https://www.teachershortages.com/\" target=\"_blank\" rel=\"noopener\">teachershortages.com\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA956-14.html\" target=\"_blank\" rel=\"noopener\">A nationally representative survey\u003c/a> by the RAND Corporation, found that \"teacher turnover increased 4 percentage points above prepandemic levels, reaching 10 percent nationally at the end of the 2021–2022 school year.\"\u003c/p>\n\u003cp>It's important to think of school staffing challenges not as one national shortage, but as innumerable hyper-local shortages. Because nationally, \"we have more teachers on a numeric basis than we did before the pandemic, and we have fewer students\" due to enrollment drops, says Chad Aldeman, a researcher who studies teacher shortages.\u003c/p>\n\u003cp>\"Contrary to popular talking points, there is no generic shortage of teachers,\" \u003ca href=\"https://files.eric.ed.gov/fulltext/ED596444.pdf\" target=\"_blank\" rel=\"noopener\">reads one deep-dive into the available data\u003c/a>. \"The biggest issue districts face in staffing schools with qualified teachers is... a chronic and perpetual misalignment of teacher supply and demand.\"\u003c/p>\n\u003cp>Some \u003cem>kinds\u003c/em> of teachers are consistently in short supply. Jackson Public Schools need special education, science and math teachers. But so does every other district at the job fair.\u003c/p>\n\u003cp>The misalignment of supply and demand is also geographic and economic, though.\u003c/p>\n\u003ch3>There's an inequity around teacher shortages\u003c/h3>\n\u003cp>\"Some schools are harder to staff,\" Aldeman says.\u003c/p>\n\u003cp>Many districts \"have dozens of teachers applying for the same positions,\" Tuan Nguyen explains. \"But in a nearby district that is more economically disadvantaged or has a higher proportion of minority students, they have difficulty attracting teachers.\"\u003c/p>\n\u003cfigure id=\"attachment_61258\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61258\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5766_slide-1e2f38352762c012c1f38117568a5a219bd88a4e-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jennifer Carter earned her master's degree in December through the Mississippi Teacher Residency. She's now a special education teacher by day and drives a bus before and after school to make extra money. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In Jackson, the median income of school district households is \u003ca href=\"https://nces.ed.gov/Programs/Edge/ACSDashboard/2802190\" target=\"_blank\" rel=\"noopener\">under $39,000\u003c/a>, and 95% of students are Black, after generations of white flight from the district.\u003c/p>\n\u003cp>It turns out, shortages are a lot like school districts themselves. They often begin and end at arbitrary lines that have more to do with privilege and zip code than the needs of children.\u003c/p>\n\u003cp>At the job fair, Nalls meets a few candidates who, though they're from the Jackson area, say they're more interested in teaching in nearby, more affluent suburban schools.\u003c/p>\n\u003cp>\"It's the kids that need the most that are getting the least,\" says Margarita Bianco, who studies teacher recruitment at the University of Colorado Denver. \"And it's perpetuating an already horrific problem in terms of an opportunity gap between kids of color and their white, more affluent peers.\"\u003c/p>\n\u003ch3>Pay and the cost of college also play a role\u003c/h3>\n\u003cp>Given that economically disadvantaged districts like Jackson are generally hit harder by shortages, the answer to why has to start with money. \u003ca href=\"https://nces.ed.gov/programs/digest/d22/tables/dt22_211.60.asp\" target=\"_blank\" rel=\"noopener\">According to federal data\u003c/a>, teachers in the U.S. earned an average of $66,397 in 2021-22. But there are a few wrinkles in that number.\u003c/p>\n\u003cp>First, it hides enormous variation in school funding and teacher pay from state to state. The average salary in Connecticut, $81,185, may be a comfortable wage, but the average in Mississippi was just $47,162. Keep in mind, that's not the average \u003cem>starting \u003c/em>salary; that's the average for \u003cem>all \u003c/em>public elementary and secondary school teachers in the state.\u003c/p>\n\u003cp>Salaries can also vary wildly from district to district.\u003c/p>\n\u003cp>\"If I moved down to the district in which I live and taught there, I would probably get a $10,000 pay raise just from switching districts,\" says Renee, a veteran high school English teacher in rural Ohio who asked that we not use her last name for fear of reprisal from her district. \"We lose a lot of teachers in my district after one, two, three, four years, because if they're single, especially, it's not enough money to have even just an apartment by themselves.\"\u003c/p>\n\u003cp>What's more, after adjusting for inflation, the average teacher's salary has \u003ca href=\"https://nces.ed.gov/programs/digest/d22/tables/dt22_211.60.asp\" target=\"_blank\" rel=\"noopener\">stagnated since 1990.\u003c/a> According to \u003ca href=\"https://www.epi.org/publication/teacher-pay-penalty-2022/\" target=\"_blank\" rel=\"noopener\">research from the Economic Policy Institute\u003c/a>, that means teachers also earned 23.5% less than comparable college graduates in 2021. Even after factoring in other benefits, teacher compensation still lagged other college grads by roughly 14%.\u003c/p>\n\u003cp>\"I'm more educated than my husband,\" says Renee in rural Ohio. \"I have two master's degrees and a bachelor's degree, and I earn way less than he does.\"\u003c/p>\n\u003cp>Renee echoed something NPR heard from many teachers – that she's tired of hearing school leaders and politicians talk of teaching as \"a calling,\" while pay remains so low.\u003c/p>\n\u003cfigure id=\"attachment_61259\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61259\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5518_slide-3a954c1bda11b527fe239fd33ee860a6601b0aa0-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Pastor Dwayne Williams, aka Mister D, started as a substitute teacher, but fell in love with the work and eventually enrolled in the Mississippi Teacher Residency program. Now the 61-year-old is teaching second-graders. \"You may not change everybody,\" Williams says, \"but you can change somebody.\" \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yes, she says, \"it's a calling. But it also should be a career.\"\u003c/p>\n\u003cp>There's also the front-end cost of becoming a teacher. Most places still require at least 4 years of college, and \u003ca href=\"https://nces.ed.gov/programs/digest/d21/tables/dt21_330.10.asp?current=yes\" target=\"_blank\" rel=\"noopener\">federal data\u003c/a> shows that, while teacher pay has been stagnant since 1990, the inflation-adjusted cost of college has nearly doubled, from about $15,000 a year in 1990 to $29,000 in 2020.\u003c/p>\n\u003cp>Making matters worse, federal loan forgiveness programs meant to help teachers shed college debts \u003ca href=\"https://www.npr.org/series/672219778/the-trouble-with-teach-grants\" target=\"_blank\" rel=\"noopener\">have made headlines\u003c/a> for doing the opposite. The rising cost of college is forcing an uncomfortable cost-benefit analysis on aspiring teachers. Ominously, between 2010 and 2018, enrollment in traditional teacher preparation programs \u003ca href=\"https://cdn.americanprogress.org/content/uploads/2019/12/04113550/TeacherPrep-report1.pdf\" target=\"_blank\" rel=\"noopener\">dropped by roughly a third\u003c/a>.\u003c/p>\n\u003cp>One important caveat to that decline, and an early sign of good news, is that since 2018 \"the data suggest that things are getting better, not worse,\" says researcher Chad Aldeman.\u003c/p>\n\u003ch3>The prestige associated with teaching isn't what it used to be\u003c/h3>\n\u003cp>Pay, specialty and zip code matter a lot when it comes to local teacher shortages, but Matthew Kraft, who studies teacher hiring and training at Brown University, says subtler, no less important forces are also at work – about how we \u003cem>perceive\u003c/em> teaching.\u003c/p>\n\u003cp>Meaning, do we, as a culture, think teaching is prestigious? Is it a worthwhile pursuit that rewards hard work and earns the respect of peers? Are teachers happy they chose teaching?\u003c/p>\n\u003cp>\"We were stunned by what we found\u003cem>,\" \u003c/em>says Kraft of the aptly titled paper \"\u003ca href=\"https://www.edworkingpapers.com/ai22-679\" target=\"_blank\" rel=\"noopener\">The Rise and Fall of the Teaching Profession\u003c/a>.\"\u003c/p>\n\u003cp>Kraft and his colleague studied more than a dozen datasets in an effort to gauge the health of the teaching profession over time. They looked at a nationally representative poll of high school seniors and multiple job satisfaction surveys of educators themselves.\u003c/p>\n\u003cp>\"Across every single indicator we measure, our findings show that the overall wellbeing of the teaching profession today is at or near historically low levels,\" they write.\u003c/p>\n\u003cp>Perceptions of teacher prestige have fallen in the last decade, they write, \"to be at or near the lowest levels recorded over the last half century.\"\u003c/p>\n\u003cp>So too has interest in teaching fallen among high school seniors and college freshmen: \"50% since the 1990s, and 38% since 2010, reaching the lowest level in the last 50 years.\"\u003c/p>\n\u003cp>So that's generations of could-be teachers choosing other paths. What about those who do choose teaching?\u003c/p>\n\u003cp>\"Teachers' job satisfaction is also at the lowest level in five decades, with the percent of teachers who feel the stress of their job is worth it dropping from 81% to 42% in the last 15 years.\"\u003c/p>\n\u003cp>And that drop is not simply the result of pandemic stress, the researchers write. \"Most of these declines occurred steadily throughout the last decade suggesting they are a function of larger, long-standing structural issues with the profession. In our view, these findings should be cause for serious national concern.\"\u003c/p>\n\u003cp>In NPR interviews, former and current teachers offered story after story that echoed these broader findings – that teaching through the pandemic was incredibly difficult, but that many challenges had begun long before COVID-19.\u003c/p>\n\u003cp>\"We have definitely hit a new low,\" says Sandy Brumbaum, an elementary school teacher and literacy coach in the California Bay Area, who says teachers have felt micromanaged and disrespected by political efforts at the national, state and district level for years. \"When politicians and parents get involved and say, 'You can't teach this, and you can't teach that.' Like, you're judged and you're shamed for how you're teaching. I think that is demeaning.\u003cem>\"\u003c/em>\u003c/p>\n\u003cp>In rural Kansas, Chelsey Juenemann has been teaching middle school language arts for most of her 20-year career, but, in November, she told her superintendent she'd be leaving at the end of the school year.\u003c/p>\n\u003cp>\"The view of education, the view of teachers has changed,\" Juenemann worries. \"There's not a lot of respect for education and educators. And it just takes it out of you after a while.\"\u003c/p>\n\u003cp>Teachers were once thought of as \"heroes,\" Juenemann says, echoing generations of polling. \"These heroes that make such a difference in children's lives. And I don't feel like education and educators are viewed that way anymore.\"\u003c/p>\n\u003cp>\"Fix the teacher shortage? Well, how about you have supported teachers,\" says Christina Trosper of Knox County, Ky., who's in her 21st year of teaching. Trosper says, as a high school social studies teacher, the politics around what she can teach have become toxic. \"I've struggled. I have been ostracized. I have been straight up harassed. I have had death threats.\"\u003c/p>\n\u003cp>But Trosper says she won't stop teaching. \"I f***ing love it. I love it. It is my passion.\"\u003c/p>\n\u003cp>Marie, an elementary school teacher for 10 years in Milwaukee, resigned in summer 2020. She says she loved working with children; it was the lesson-planning on nights and weekends, low pay, tension with some parents and lack of support from school leaders that led her to leave. Marie didn't want to use her full name because she still sometimes works as a substitute teacher in the district.\u003c/p>\n\u003cp>\"I cried so hard writing that resignation letter,\" she says. \"I mourned the loss of that part of me and what could have been. And I was really heartbroken because it didn't have to be like this. Like, education could be good. It could be a good profession. But it just wasn't for me.\"\u003c/p>\n\u003ch3>How some districts are trying to convince people teaching \u003cem>is\u003c/em> for them\u003c/h3>\n\u003cp>There is still plenty that states and districts can do to better support current teachers and invest in the next generation of educators.\u003c/p>\n\u003cp>One option stems from a national movement around Grow Your Own (GYO) programs, in which teacher candidates are cultivated from the local community. The hope is that a community member will be more personally invested in the school system and more likely to stick around.\u003c/p>\n\u003cfigure id=\"attachment_61260\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-61260\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-2048x1365.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5321_slide-3b67e64810ad87a73d045c7aa0b7066cf274b214-1920x1280.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Elementary school teacher Jonah Thomas, 22, is new to the classroom. Later this spring, he'll earn his master's in education through the Mississippi Teacher Residency. \u003ccite>(Imani Khayyam for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Drawing teachers from the community also makes it easier for students to see themselves and their life experiences reflected in their teachers.\u003c/p>\n\u003cp>\u003ca href=\"https://www.newamerica.org/education-policy/reports/grow-your-own-teachers/a-look-at-the-data\" target=\"_blank\" rel=\"noopener\">According to New America\u003c/a>, at least 35 states have some sort of GYO policy on the books and/or fund a GYO program. Among those states is Mississippi, where Kimberly Pate now teaches first grade.\u003c/p>\n\u003cp>Pate, 52, worked for nearly two decades in Jackson's schools as a classroom assistant.\u003c/p>\n\u003cp>The pay was \"peanuts,\" Pate says, \"so I was working literally two full-time jobs to make ends meet.\" With four children of her own, she couldn't afford to go back to college, to become a fully-licensed teacher. That is, until she was offered a slot in the Mississippi Teacher Residency.\u003c/p>\n\u003cp>The pitch was hard to believe: In one year, she'd get a fully-paid-for master's degree from nearby Jackson State University and a better salary. She'd be assigned an experienced mentor at the school where she works (in her case, the assistant principal) to support her. Plus, Pate could keep working full time while being a student – so she could support her family.\u003c/p>\n\u003cp>\"If it wasn't a full salary, I don't think I would be able to do it,\" says Pate, who will earn her master's, plus dual certification in elementary and special education, later this spring. \"It's like, how could you pass that up?\"\u003c/p>\n\u003cp>In return for all of that, Jackson gets a few things. A fully licensed elementary and special education teacher, both in short supply there. Also, a promise from Pate that she will keep teaching in the city for at least three years.\u003c/p>\n\u003cp>The Mississippi Department of Education is focusing its Grow Your Own efforts in 42 districts across the state that have had the hardest time finding and keeping staff. The Mississippi Teacher Residency stands out for its generosity.\u003c/p>\n\u003cp>\"It's really a no-cost pathway. It is a Cadillac package,\" says Courtney Van Cleve, who heads teacher talent acquisition for the Mississippi Department of Education. \"We cover everything: tuition, books, testing fees.\"\u003c/p>\n\u003cp>Originally paid for by a grant from the W.K. Kellogg Foundation, the Residency is now funded with federal dollars, through the Elementary and Secondary School Emergency Relief (ESSER) Fund.\u003c/p>\n\u003cp>Not only does the program cover the full costs of a master's degree while allowing candidates to continue working full time, it is also explicitly intended to diversify the teacher workforce. According to the state, 70% of the program's residents identify as teachers of color.\u003c/p>\n\u003cp>\"Fewer than 1 in 5 teachers are people of color, but more than half of U.S. students are young people of color,\" wrote U.S. Education Secretary Miguel Cardona \u003ca href=\"https://www.tampabay.com/opinion/2023/03/16/us-education-secretary-i-want-us-enrich-public-schools-not-ban-books-topics-column/?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener\">in a recent op-ed\u003c/a>. \"We know that our students benefit from being taught by teachers of all backgrounds.\"\u003c/p>\n\u003cp>In Jackson, that means using the Residency program to continue to train and retain teachers of color, including Pate and Jonah Thomas, 22, whose classroom is just down the hall from Pate's.\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-full wp-image-61256 alignright\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5401_custom-36195b59b3fe0c6cdcab4f5c144e043329acde1b.jpg\" alt=\"\" width=\"200\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5401_custom-36195b59b3fe0c6cdcab4f5c144e043329acde1b.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2023/03/mg_5401_custom-36195b59b3fe0c6cdcab4f5c144e043329acde1b-160x240.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"You don't see too many Black male teachers in elementary [school],\" says Thomas, who daps up a group of boys at the cafeteria door as he walks to class. \"Their father may not be here or their parents may not be getting along, so they're not seeing their father.\"\u003c/p>\n\u003cp>Thomas says, \"I'm here for them. And I can talk to [them] about anything that [they] may be going through.\"\u003c/p>\n\u003cp>Thomas wears a crisp black shirt, the sleeves just short enough to show his brother's name, Jonathan, tattooed on his right arm. He's an example of how GYO programs use incentives to reach college grads who might not have even considered teaching. He studied economics in college.\u003c/p>\n\u003cp>\"I was still looking for accounting jobs,\" Thomas says, when he heard about the Mississippi Teacher Residency. \"If it weren't for this program, I wouldn't even be a teacher.\"\u003c/p>\n\u003cp>But he was enticed by the idea, having seen first-hand the power of great teaching.\u003c/p>\n\u003cp>\"I watched my mom teach growing up as a little boy. She treated other kids like they were her kids. Like, I remember being jealous sometimes,\" Thomas laughs.\u003c/p>\n\u003cp>He says taking master's-level classes while also working in the classroom has been exhausting, but kind of amazing. \"Everything that we learned we can apply it to our classroom. Like, we'd have classes sometimes where we may learn Wednesday something we can come to school and apply Thursday.\"\u003c/p>\n\u003cp>Eighteen full-fledged Jackson teachers have already come out of the Residency program, and about as many are on their way.\u003c/p>\n\u003cp>Kimberly Pate says, if it weren't for the Mississippi Teacher Residency, she likely wouldn't be where she is now either, in her own classroom, facing a room full of eager first-graders.\u003c/p>\n\u003cp>Working on a reading lesson, the children smile on the edge of their chairs, sounding out P-ai-n-t.\u003c/p>\n\u003cp>It's hard work, reading. But they know they have Ms. Pate, and she isn't going anywhere.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson and Ashley Ahn\u003cbr>\nResearch by: Jonaki Mehta\u003cbr>\nAudio stories produced by: Lauren Migaki\u003cbr>\nAudio stories edited by: Steven Drummond and Nicole Cohen\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61254/what-we-do-and-dont-know-about-teacher-shortages-and-what-can-be-done-about-them","authors":["byline_mindshift_61254"],"categories":["mindshift_192"],"tags":["mindshift_21479","mindshift_21575","mindshift_21567","mindshift_21398","mindshift_21576","mindshift_21461","mindshift_21263","mindshift_208"],"featImg":"mindshift_61257","label":"mindshift"},"mindshift_59903":{"type":"posts","id":"mindshift_59903","meta":{"index":"posts_1591205157","site":"mindshift","id":"59903","score":null,"sort":[1664265753000]},"guestAuthors":[],"slug":"when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","title":"When students' basic needs are met by community schools, learning can flourish","publishDate":1664265753,"format":"audio","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they're creating stuff that's meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They're going to be planning a project and assessing it,\" he said. \"It's a lot.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you're really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don't need to be as much of a social worker anymore. They don't need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student's getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It's freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you're actually meeting people who could be your future representative.'”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes \"Yes on Proposition D\" pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world's information if we're not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over'' shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don't think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED's Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Community schools use a whole child approach so the pressure isn’t solely on teachers to attend to students’ academics, social emotional wellbeing and basic needs. ","status":"publish","parent":0,"modified":1664265753,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2031},"headData":{"title":"When students' basic needs are met by community schools, learning can flourish - MindShift","description":"Community schools use a whole child approach so the pressure isn’t solely on teachers to attend to students’ academics, social emotional wellbeing and basic needs.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59903 https://ww2.kqed.org/mindshift/?p=59903","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/27/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish/","disqusTitle":"When students' basic needs are met by community schools, learning can flourish","audioUrl":"https://dcs.megaphone.fm/KQINC8896503720.mp3?key=fcf50f172f6719aca8e590642183adf7","excludeFromSiteSearch":"Include","path":"/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jennifer Founds had an eighth grade student who was always hanging out in the hallways when he was supposed to be in class at Martin Luther King Jr. Academic Middle School (MLK) in San Francisco. She considered him to be one of her more challenging students, but when the class started a unit to see which student could build the most supportive bridge for a competition, he willingly showed up. “So we were like, ‘OK, this is something we really need to build on,’” Founds said. “They [came] to class when they felt that the work was hands-on, meaningful and interesting.”\u003c/p>\n\u003cp>Many teachers know that these kinds of project-based learning (PBL) activities engage their students, but don’t have the time needed to effectively start doing it in their classrooms. “Instead of kids completing a worksheet that gets put in the grade book and maybe recycled, they're creating stuff that's meaningful in the real world,” said Founds about the extra involvement that goes into teaching through PBL.\u003c/p>\n\u003cp>Conditions like class sizes, instruction time and schoolwide culture have to work in tandem to support teachers trying to implement PBL, according to \u003ca href=\"https://www.pblworks.org/\">PBLWorks\u003c/a> CEO Bob Lenz. “They're going to be planning a project and assessing it,\" he said. \"It's a lot.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm?e=KQINC8896503720&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Six years ago, this kind of instruction would have been impossible at MLK.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The suspension rate was high. MLK unfortunately had the highest rate of disciplinary referrals in the entire district,” said Leslie Hu, MLK’s community school coordinator who added that standardized test scores were really low. The principal wanted to incorporate PBL, but knew students were distracted by a lack of basic needs that could not be met at home. Shifting to a community school model helped students with needs like food and medical care, and teachers like Founds were able invest more time in developing their teaching practice.\u003c/p>\n\u003cp>Schools aren’t typically designed to offer more than instruction, but \u003ca href=\"https://www.google.com/url?q=https://shanesafir.com/2020/12/before-maslows-hierarchy-the-whitewashing-of-indigenous-knowledge/&sa=D&source=docs&ust=1664236127182579&usg=AOvVaw1OVvN4mLgoTuG-zpMxZoyD\">by addressing basic needs\u003c/a>, they’re finding that students can learn better. \u003ca href=\"https://www.cps-k12.org/Page/1\">Cincinnati Public School\u003c/a> Learning Centers, \u003ca href=\"https://www.ousd.org/Page/13989\">Oakland Unified School District\u003c/a> and even Lebron James’\u003ca href=\"https://www.nytimes.com/2019/04/12/education/lebron-james-school-ohio.html\"> I Promise School\u003c/a> in Akron, Ohio, are community schools that lend a helpful framework for closing achievement gaps and improving student outcomes.\u003c/p>\n\u003cp>“The community school approach is where you take the resources that you think children and families need to really be successful. And you bring all those resources within the school building,” said Dr. Angela Diaz, the director of the Mount Sinai Adolescent Health Center.\u003c/p>\n\u003cp>For example, a community school can help families access health and safety needs by having a medical clinic, dental services, food programs and counselor services on campus.\u003c/p>\n\u003cp>Some schools, like Buena Vista Horace Mann (BVHM) in San Francisco, have gone so far as to create shelters for unhoused families on campus. Other schools that provide shelter include the \u003ca href=\"https://www.sugarhillmuseum.org/story\">Sugar Hill Project in New York\u003c/a> and \u003ca href=\"https://www.ksbw.com/article/monterey-school-district-creates-first-of-its-kind-emergency-housing-program/39841075#\">Monterey Peninsula Unified School District\u003c/a>.\u003c/p>\n\u003cp>Community school coordinators find organizations that offer what their families need and partner with them to get access to professionals and funding. At MLK, the school started with food.\u003c/p>\n\u003ch2>Food and nutrition services\u003c/h2>\n\u003cp>Before MLK became a community school, teachers stretched themselves thin trying to help students struggling with trauma or food insecurity. “As a teacher, you're really positioned to recognize a lot of needs of your students,” said Founds. “You read assignments where it reveals the student is really struggling with their mental health or you know that kid is always coming in hungry.” Founds used to go to Costco and buy granola bars so she would have them on hand for hungry students. When it’s on teachers to fill in the gaps for students, it leads to burnout and takes focus away from academics.\u003c/p>\n\u003cp>Free and reduced price lunch programs have been around since the 1940s to help families and nearly\u003ca href=\"https://www.ers.usda.gov/topics/food-nutrition-assistance/child-nutrition-programs/national-school-lunch-program/\"> 30 million children nationwide\u003c/a> rely on these programs. Food insecurity continues to affect 10% of kids in the US, leading to lower academic performance and a higher likelihood of behavior issues. When MLK transitioned to a community school model, they expanded student and family support beyond free and low-cost lunch to include a breakfast at school program and meals throughout the day.\u003c/p>\n\u003cp>Over the past six years, MLK has developed more than 50 partnerships, including organizations like \u003ca href=\"https://www.huckleberryyouth.org/\">Huckleberry Youth\u003c/a> which provide case workers that help families get access to affordable food. “Our teachers don't need to be as much of a social worker anymore. They don't need to have their own stash of socks in their closet to give to young people because we have programs for that,” school coordinator Hu told me.\u003c/p>\n\u003ch2>Health and wellness services\u003c/h2>\n\u003cp>MLK distributed a comprehensive health assessment survey with questions about how much students slept and how often they exercise. The survey revealed that many of their students were stressed. “We knew that their health impacts their learning, their ability to stay focused [and] retain information,” said Hu.\u003c/p>\n\u003cp>The results from the assessments were shared schoolwide and led MLK to partner with the Beacon organization to support student mental health and wellness. Beacon organized community days to celebrate students’ achievements. They also provided \u003ca href=\"https://www.google.com/url?q=https://www.kqed.org/mindshift/49558/a-deeper-look-at-the-whole-school-approach-to-behavior&sa=D&source=docs&ust=1664236273009030&usg=AOvVaw1asgFlUoEqgEKv-E8Ewl4X\">push-in services.\u003c/a> “If a student's getting escalated in the class instead of kicking them out of the class or instead of letting them continue to get escalated and disrupt the learning, you make a call and then a support member comes into the classroom to help de-escalate that student,” said Founds, so she’s able to continue teaching the class and other students can learn.\u003c/p>\n\u003cp>“Students are getting better services,” said Founds. “It's freeing up time and mental capacity for me to think about, ‘OK, what are the best projects that are going to engage the students and how can I provide differentiated curriculum to support a wide range of learners?’” During an election year, she tasked students with researching a local representative or ballot measure to increase voter engagement for a school wide event. “We were able to invite local candidates, local supervisors and a lot of them actually showed up to that election night. And so then it goes from just being like, ‘Oh, you did your report’ to, ‘Oh, you're actually meeting people who could be your future representative.'”\u003c/p>\n\u003cfigure id=\"attachment_59904\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-59904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg\" alt='Student sits at a desk with multicolored pamphlets next to a sign that says \"Yes on Prop D.\" Two adults stand in front of the table.' width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-768x576.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/09/IMG_3757-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">An MLK student distributes \"Yes on Proposition D\" pamphlets (Courtesy of Jennifer Founds)\u003c/figcaption>\u003c/figure>\n\u003cp>Using the community school model went hand-in-hand with PBL, said Founds. “One supports the other.” Students had better academic performance with their Math and English Language Arts test scores, which improved by nine percent and outpaced the rest of the district. And MLK’s teacher turnover, which in previous years had been as high as 61%, has improved.\u003c/p>\n\u003ch2>Housing and shelter\u003c/h2>\n\u003cp>Each community school is different because the services they offer depend on the needs in the community. Buena Vista Horace Mann is a K-8 Spanish immersion school community in San Francisco. With a large population of recent immigrants and low income students, BVHM used the community school model to get them essential food, health care and mental health services. They already had partnerships with community mental health agencies and the local food bank, but they noticed that housing was an issue for many students’ families.\u003c/p>\n\u003cp>“We were seeing a ton of our families in shelters or homeless or in cars,” said community school coordinator Nick Chandler, who recalled one family asking him, “Can we just stay here tonight in your building?”\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">1 in 5 students in California have experienced homelessness\u003c/a> with numbers growing due to unemployment in the wake of the pandemic. Latino immigrants experience\u003ca href=\"https://www.macfound.org/media/files/hhm_-_homelessness_and_child_development.pdf\"> a higher risk of housing instability\u003c/a> and more barriers to getting help, including language barriers, according to a MacArthur Foundation report. There were not enough beds for families at local shelters and many Latino caregivers didn’t feel comfortable going to the shelter.\u003c/p>\n\u003cp>Students experiencing homelessness are \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/Students_Experiencing_Homelessness_BRIEF.pdf\">more likely to be chronically absent and less likely to complete high school\u003c/a>. “The brain is not going to absorb the best teacher in the world's information if we're not addressing these underlying challenges,” said Chandler. So Chandler and school leaders proposed turning their school gym into an emergency shelter for families.\u003c/p>\n\u003cp>They had schoolwide meetings to discuss the possibilities before they opened up this service four years ago. Latino and low-income families, who previously hadn’t spoken up much, supported the shelter, while affluent families, who were often white, were against it. “That power dynamic that existed in the community reflects the national power dynamic,” said Chandler about the community meeting. “Folks with privilege tend to have the control and influence and steer. This upset that balance.”\u003c/p>\n\u003cp>“There was stigma about who homeless people are. When you think of a homeless person, you think about addiction or violence. We didn’t want that near our kids,” said Maria Rodriguez in Spanish. She has three kids who go to BVHM.\u003c/p>\n\u003cp>To address concerns, \u003ca href=\"https://sites.google.com/sfusd.edu/bvhm/proposalpropuesta\">BVHM made a website listing every question\u003c/a> asked at the meeting and how they were answered. Around 200 questions were shared and answered in English and Spanish. In response to questions about sanitation, BVHM assured families that the gym would be cleaned each morning. Those who were worried about safety were told that there would be a security guard on duty during the hours the shelter was open. Parents were also assured that running the space would not cost the school additional money.\u003c/p>\n\u003cp>“As more meetings were held, we found out more about the rules for the space and how the shelter would be supporting families. I felt more calm after they said they’d be cleaning it up after families stayed the night and that kids would be able to use the gym again during the day,” said Rodriguez in Spanish.\u003c/p>\n\u003cp>BVHM decided to convert their gym into a shelter that operates from 7 p.m. to 7 a.m. and operates in partnership with a local housing organization. “Our families have a place to be so that they can rest so that when [students] come to school, we know they have a place to sleep,” said Chandler. Up to 20 families are able to stay in the shelter at once. Families must have a student enrolled in the San Francisco Unified School District. This is the third year of their “stay over'' shelter program.\u003c/p>\n\u003cp>After the shelter opened, some families left the school. “We did have a shift in our population, so we have less white students now than we did five years ago. And yet our enrollment has maintained and increased,” said Chandler.\u003c/p>\n\u003cp>For the parents that stayed, this process of discussing the shelter built trust between the families and the school. Parents felt that BVHM was committed to filling in the gaps and becoming a safety net when families navigated hard times.\u003c/p>\n\u003cp>“When I think about what a community school is, I don't think every community school needs a homeless shelter,” said Chandler. “I think that willingness to open that space and to let families dictate the needs of the community and use that information to advocate for resources is what a community school is.”\u003c/p>\n\u003cp>From free and reduced price lunches to after school programs to buses, schools have always evolved to give assistance to families who need extra support. Community schools and their focus on the whole child are the next step in schools expanding to meet families needs. Kids are required to attend schools, making them an accessible place to provide resources for caregivers with crammed schedules while continuing to get students what they need to learn.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED's Carlos Cabrera-Lomelí contributed to this report. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish","authors":["11721"],"categories":["mindshift_1"],"tags":["mindshift_21198","mindshift_21027","mindshift_21416","mindshift_21230","mindshift_20939","mindshift_21277","mindshift_256","mindshift_21398","mindshift_21461"],"featImg":"mindshift_59910","label":"mindshift"},"mindshift_59821":{"type":"posts","id":"mindshift_59821","meta":{"index":"posts_1591205157","site":"mindshift","id":"59821","score":null,"sort":[1662017341000]},"guestAuthors":[],"slug":"americas-kids-are-going-back-to-school-not-all-of-their-teachers-will-join-them","title":"America's kids are going back to school. Not all of their teachers will join them","publishDate":1662017341,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It's a new school year and Jake Miller is not setting up his classroom in central Pennsylvania. He's not getting to know a new group of eighth-graders in his social studies class. After 15 years of teaching, he quit.\u003c/p>\n\u003cp>\"I was accused of teaching critical race theory when I taught about how the Civil War was fought over racism and slavery,\" he said.\u003c/p>\n\u003cp>A couple of parents complained but weren't satisfied with the school board's answer.\u003c/p>\n\u003cp>\"So they took it to a state representative who has used this as a dog whistle,\" he said.\u003c/p>\n\u003cp>It was all just too much, Miller said. He can't teach the Civil War without teaching about racism and slavery. But that incident wasn't the only thing that pushed him to leave.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There were other moments prior to that,\" he said. \"That just seemed to be the cherry on top.\"\u003c/p>\n\u003cp>There was the shortage of substitute teachers that made it hard to take time off to be there when his kids were sick. The low pay. The lack of respect from parents and politicians; a lack of resources; and, of course, the pandemic.\u003c/p>\n\u003cp>\"There's been an attack on education for quite some time,\" Miller said. \"The pandemic was just a weight too heavy. That was the albatross that pulled me under. And I knew that I needed to pivot.\"\u003c/p>\n\u003cp>Now he's a business consultant making 50% more than he did as a teacher.\u003c/p>\n\u003cp>Pennsylvania's Department of Education says the shortage is real as teachers like Miller leave. The spokesman has said they\u003ca href=\"https://www.cbsnews.com/pittsburgh/news/nationwide-teacher-shortage-being-felt-pennsylvania/\"> need thousands of new teachers\u003c/a> and educators in other roles in the next three years or the problem could become chronic.\u003c/p>\n\u003cp>Other districts in states around the country are also scrambling to find and keep enough teachers to lead their classrooms as educators deal with burnout.\u003c/p>\n\u003cp>Teachers are also facing some unprecedented challenges: school board meetings that devolve into chaos over COVID policies; battles stemming from a politicized and misinformed panic over critical race theory; book banning; and a call to arm teachers in the face of gun violence.\u003c/p>\n\u003cp>Educators are on the front line of these societal fractures that can feel scary.\u003c/p>\n\u003cp>Miller said he's not sure he'll ever go back to education.\u003c/p>\n\u003cp>\"To be honest, it's going to take teachers being treated like professionals, to have their dignity back, and for the public to rally behind them for folks like myself to consider it,\" he said.\u003c/p>\n\u003ch2>Expected to do more, without support\u003c/h2>\n\u003cp>Teachers across the country are making similar calculations as Miller.\u003c/p>\n\u003cp>Last year, Alexander Calderon's colleague quit suddenly. Overnight, he went from being a seventh-grade English language arts teacher to also being the social studies teacher.\u003c/p>\n\u003cp>\"I felt like there was little to no support in terms of understanding this new curriculum,\" Calderon said. \"I was really at my breaking point to the point where I was thinking about just leaving.\"\u003c/p>\n\u003cp>So he opened up the notes app on his phone and started writing a list.\u003c/p>\n\u003cp>Pros of the job: pay wasn't bad comparatively; his colleagues were supportive; he wanted to be there for his students.\u003c/p>\n\u003cp>Cons: very little support from the administration; he was doing the job of two teachers; school morale was terrible; and he was watching one teacher after the next leave.\u003c/p>\n\u003cp>Even though his cons list was slightly longer, this week Calderon started a new school year teaching both English language arts and social studies. His list is still saved on his phone.\u003c/p>\n\u003cp>\"The kids are my No. 1 priority,\" he said. \"Seeing what the kids' interests are and getting to know them as people is what ultimately drove me to stay.\"\u003c/p>\n\u003cp>He also said he's the only Spanish speaker on staff at his middle school. He recalls when a student — originally from Nicaragua — enrolled. He watched the boy's mother struggle to understand the system and to communicate.\u003c/p>\n\u003cp>\"It made me think of my own mom struggling through the American education system,\" he said.\u003c/p>\n\u003cp>Calderon stepped in to help. It's another reason he won't quit.\u003c/p>\n\u003cp>\"I felt that I was kind of morally obligated to stay,\" he said.\u003c/p>\n\u003ch2>Teaching angry, but with love\u003c/h2>\n\u003cp>Then there are the teachers who plan to stick it out no matter what, like Eric Hale. He's a first-grade teacher in the Dallas Independent School District.\u003c/p>\n\u003cp>In 2021, he was named teacher of the year for the entire state of Texas, the first African American man to win the honor.\u003c/p>\n\u003cp>\"I got to meet these phenomenal educators that represented their state and we got to meet the president. It was a whole yearlong bonding experience,\" he said. \"Out of my crew, only me and the state teacher of Illinois are still actively in the classroom.\"\u003c/p>\n\u003cp>He said he knows why they left.\u003c/p>\n\u003cp>\"A lot of them, especially the teachers of color, got tired of fighting a system that necessarily wasn't designed for people that look like me and the kids that I serve to be successful,\" he said. \"They got tired of the disrespect of the profession and most importantly, they got tired of the lack of compensation.\"\u003c/p>\n\u003cp>But when asked if he would ever leave, Hale said no.\u003c/p>\n\u003cp>\"Because, I'm in a position and I've been blessed that I'm changing the face of education,\" he said.\u003c/p>\n\u003cp>Growing up as a Black student from a poorer neighborhood who didn't have a support system, Hale didn't have any teachers who looked like him — no teachers who truly understood his needs.\u003c/p>\n\u003cp>\"So I teach angry. I'm chasing the ghost of the teacher that I wish I had when I was a child,\" he said.\u003c/p>\n\u003cp>He remembers having to go to churches for meals because his family couldn't always afford food. He didn't have a support system at home, and he couldn't find it at school either.\u003c/p>\n\u003cp>\"I grew up being abused and in trauma in a neighborhood that was generationally underserved,\" he said. \"So, sadly, I didn't have any great teachers. I just had one who made a difference.\"\u003c/p>\n\u003cp>Now, he is that teacher every day in his classroom of first-graders, where many of his students live in poverty and the school just doesn't get the books and equipment that public schools in richer areas get.\u003c/p>\n\u003cp>\"I teach in the same type of neighborhood that I grew up in, and so I fight for these kids because I know the potential,\" he said. \"I'm a firm believer of some of the brightest minds come from the darkest places.\"\u003c/p>\n\u003cp>Meanwhile, he said, he's been watching this uproar over critical race theory around the country. Teachers can barely afford the resources for their own curriculum, he said, so it's laughable that they'd shell out money for a college curriculum.\u003c/p>\n\u003cp>\"They're trying to criminalize good teaching,\" he said.\u003c/p>\n\u003cp>It's a political weapon, he said, to stop teachers like him. Teachers who think about the race, ethnicity and circumstances of each student they have and how to help them connect.\u003c/p>\n\u003cp>\"I teach every child that I serve the Texas state curriculum. I add to that curriculum images in literature and in person to inspire them that they can be a doctor, a lawyer, a novelist, an author,\" he said. \"By bringing people that come from the same areas that they come from.\"\u003c/p>\n\u003cp>\"So because I'm African American, I have to do my research and find great leaders of Hispanic descent, because the population that I serve is mostly Hispanic. I wish that somebody would have brought a judge to the school. I wish that somebody would have brought a current congressman, a senator, the mayor. ... Representation matters.\"\u003c/p>\n\u003cp>Hale is a dapper dresser: an emerald green tie, a navy blazer, complete with a bright orange pocket square. In his classroom he has a DJ booth where he plays songs he's made. Each one is named for a student, the beats and melodies tailored to their personalities.\u003c/p>\n\u003cp>\"Each song is special and unique, just like the kids,\" he said. \"Because I sit at home and I say, 'Oh, man, Jaime is very active. His feet are always moving. So I like these drums. They have a little pitter patter.' So I'm able to describe the songs to them and it makes them feel so special and it makes them feel so loved.\"\u003c/p>\n\u003cp>It's what he would've wanted when he was a child. It's why Eric Hale teaches.\u003c/p>\n\u003cp>Jake Miller, who left teaching, said he taught because of one teacher who inspired him to be the first in his family to go to college.\u003c/p>\n\u003cp>Alexander Calderon teaches to be the bridge builder for students who need him in the public school system.\u003c/p>\n\u003cp>And all of them, whether they stay or leave, look to the future of education with hope.\u003c/p>\n\u003cp>\"I have two young sons,\" Miller said. \"So you better believe I'm darn hopeful that the education that they get is going to be as good, if not better, than the education that I received.\"\u003c/p>\n\u003cp>\"I know there's always going to be teachers in the classroom that stick it out for the long run,\" Calderon said.\u003c/p>\n\u003cp>And Hale leaves very little to chance: \"I pray and I write a plan. How am I going to fix this? Why wait for Superman when you've got a cape in the closet?\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>They said the future is in these students. But what that future looks like depends, they said, on whether the educators at the front of the room feel valued enough to stay.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=America%27s+kids+are+going+back+to+school.+Not+all+of+their+teachers+will+join+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"It's a new school year and Jake Miller is not setting up his classroom in Pennsylvania. He's not getting to know a new group of eighth-graders. After 15 years of teaching, he quit.","status":"publish","parent":0,"modified":1662017341,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":1636},"headData":{"title":"America's kids are going back to school. Not all of their teachers will join them - MindShift","description":"It's a new school year and Jake Miller is not setting up his classroom in Pennsylvania. He's not getting to know a new group of eighth-graders. After 15 years of teaching, he quit.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59821 https://ww2.kqed.org/mindshift/?p=59821","disqusUrl":"https://ww2.kqed.org/mindshift/2022/09/01/americas-kids-are-going-back-to-school-not-all-of-their-teachers-will-join-them/","disqusTitle":"America's kids are going back to school. Not all of their teachers will join them","nprImageCredit":"Megan Jelinger","nprByline":"Leila Fadel, Nell Clark and Ziad Buchh","nprImageAgency":"AFP via Getty Images","nprStoryId":"1120064931","nprApiLink":"http://api.npr.org/query?id=1120064931&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2022/08/31/1120064931/school-education-teachers-quit?ft=nprml&f=1120064931","nprRetrievedStory":"1","nprPubDate":"Wed, 31 Aug 2022 05:00:00 -0400","nprStoryDate":"Wed, 31 Aug 2022 05:00:23 -0400","nprLastModifiedDate":"Wed, 31 Aug 2022 06:01:15 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/08/20220829_me_school_districts_are_struggling_to_hire_as_teachers_reconsider_their_careers.mp3?orgId=1&topicId=1013&d=651&story=1120064931&ft=nprml&f=1120064931","nprAudioM3u":"http://api.npr.org/m3u/11120065275-02f39a.m3u?orgId=1&topicId=1013&d=651&story=1120064931&ft=nprml&f=1120064931","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59821/americas-kids-are-going-back-to-school-not-all-of-their-teachers-will-join-them","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2022/08/20220829_me_school_districts_are_struggling_to_hire_as_teachers_reconsider_their_careers.mp3?orgId=1&topicId=1013&d=651&story=1120064931&ft=nprml&f=1120064931","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It's a new school year and Jake Miller is not setting up his classroom in central Pennsylvania. He's not getting to know a new group of eighth-graders in his social studies class. After 15 years of teaching, he quit.\u003c/p>\n\u003cp>\"I was accused of teaching critical race theory when I taught about how the Civil War was fought over racism and slavery,\" he said.\u003c/p>\n\u003cp>A couple of parents complained but weren't satisfied with the school board's answer.\u003c/p>\n\u003cp>\"So they took it to a state representative who has used this as a dog whistle,\" he said.\u003c/p>\n\u003cp>It was all just too much, Miller said. He can't teach the Civil War without teaching about racism and slavery. But that incident wasn't the only thing that pushed him to leave.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There were other moments prior to that,\" he said. \"That just seemed to be the cherry on top.\"\u003c/p>\n\u003cp>There was the shortage of substitute teachers that made it hard to take time off to be there when his kids were sick. The low pay. The lack of respect from parents and politicians; a lack of resources; and, of course, the pandemic.\u003c/p>\n\u003cp>\"There's been an attack on education for quite some time,\" Miller said. \"The pandemic was just a weight too heavy. That was the albatross that pulled me under. And I knew that I needed to pivot.\"\u003c/p>\n\u003cp>Now he's a business consultant making 50% more than he did as a teacher.\u003c/p>\n\u003cp>Pennsylvania's Department of Education says the shortage is real as teachers like Miller leave. The spokesman has said they\u003ca href=\"https://www.cbsnews.com/pittsburgh/news/nationwide-teacher-shortage-being-felt-pennsylvania/\"> need thousands of new teachers\u003c/a> and educators in other roles in the next three years or the problem could become chronic.\u003c/p>\n\u003cp>Other districts in states around the country are also scrambling to find and keep enough teachers to lead their classrooms as educators deal with burnout.\u003c/p>\n\u003cp>Teachers are also facing some unprecedented challenges: school board meetings that devolve into chaos over COVID policies; battles stemming from a politicized and misinformed panic over critical race theory; book banning; and a call to arm teachers in the face of gun violence.\u003c/p>\n\u003cp>Educators are on the front line of these societal fractures that can feel scary.\u003c/p>\n\u003cp>Miller said he's not sure he'll ever go back to education.\u003c/p>\n\u003cp>\"To be honest, it's going to take teachers being treated like professionals, to have their dignity back, and for the public to rally behind them for folks like myself to consider it,\" he said.\u003c/p>\n\u003ch2>Expected to do more, without support\u003c/h2>\n\u003cp>Teachers across the country are making similar calculations as Miller.\u003c/p>\n\u003cp>Last year, Alexander Calderon's colleague quit suddenly. Overnight, he went from being a seventh-grade English language arts teacher to also being the social studies teacher.\u003c/p>\n\u003cp>\"I felt like there was little to no support in terms of understanding this new curriculum,\" Calderon said. \"I was really at my breaking point to the point where I was thinking about just leaving.\"\u003c/p>\n\u003cp>So he opened up the notes app on his phone and started writing a list.\u003c/p>\n\u003cp>Pros of the job: pay wasn't bad comparatively; his colleagues were supportive; he wanted to be there for his students.\u003c/p>\n\u003cp>Cons: very little support from the administration; he was doing the job of two teachers; school morale was terrible; and he was watching one teacher after the next leave.\u003c/p>\n\u003cp>Even though his cons list was slightly longer, this week Calderon started a new school year teaching both English language arts and social studies. His list is still saved on his phone.\u003c/p>\n\u003cp>\"The kids are my No. 1 priority,\" he said. \"Seeing what the kids' interests are and getting to know them as people is what ultimately drove me to stay.\"\u003c/p>\n\u003cp>He also said he's the only Spanish speaker on staff at his middle school. He recalls when a student — originally from Nicaragua — enrolled. He watched the boy's mother struggle to understand the system and to communicate.\u003c/p>\n\u003cp>\"It made me think of my own mom struggling through the American education system,\" he said.\u003c/p>\n\u003cp>Calderon stepped in to help. It's another reason he won't quit.\u003c/p>\n\u003cp>\"I felt that I was kind of morally obligated to stay,\" he said.\u003c/p>\n\u003ch2>Teaching angry, but with love\u003c/h2>\n\u003cp>Then there are the teachers who plan to stick it out no matter what, like Eric Hale. He's a first-grade teacher in the Dallas Independent School District.\u003c/p>\n\u003cp>In 2021, he was named teacher of the year for the entire state of Texas, the first African American man to win the honor.\u003c/p>\n\u003cp>\"I got to meet these phenomenal educators that represented their state and we got to meet the president. It was a whole yearlong bonding experience,\" he said. \"Out of my crew, only me and the state teacher of Illinois are still actively in the classroom.\"\u003c/p>\n\u003cp>He said he knows why they left.\u003c/p>\n\u003cp>\"A lot of them, especially the teachers of color, got tired of fighting a system that necessarily wasn't designed for people that look like me and the kids that I serve to be successful,\" he said. \"They got tired of the disrespect of the profession and most importantly, they got tired of the lack of compensation.\"\u003c/p>\n\u003cp>But when asked if he would ever leave, Hale said no.\u003c/p>\n\u003cp>\"Because, I'm in a position and I've been blessed that I'm changing the face of education,\" he said.\u003c/p>\n\u003cp>Growing up as a Black student from a poorer neighborhood who didn't have a support system, Hale didn't have any teachers who looked like him — no teachers who truly understood his needs.\u003c/p>\n\u003cp>\"So I teach angry. I'm chasing the ghost of the teacher that I wish I had when I was a child,\" he said.\u003c/p>\n\u003cp>He remembers having to go to churches for meals because his family couldn't always afford food. He didn't have a support system at home, and he couldn't find it at school either.\u003c/p>\n\u003cp>\"I grew up being abused and in trauma in a neighborhood that was generationally underserved,\" he said. \"So, sadly, I didn't have any great teachers. I just had one who made a difference.\"\u003c/p>\n\u003cp>Now, he is that teacher every day in his classroom of first-graders, where many of his students live in poverty and the school just doesn't get the books and equipment that public schools in richer areas get.\u003c/p>\n\u003cp>\"I teach in the same type of neighborhood that I grew up in, and so I fight for these kids because I know the potential,\" he said. \"I'm a firm believer of some of the brightest minds come from the darkest places.\"\u003c/p>\n\u003cp>Meanwhile, he said, he's been watching this uproar over critical race theory around the country. Teachers can barely afford the resources for their own curriculum, he said, so it's laughable that they'd shell out money for a college curriculum.\u003c/p>\n\u003cp>\"They're trying to criminalize good teaching,\" he said.\u003c/p>\n\u003cp>It's a political weapon, he said, to stop teachers like him. Teachers who think about the race, ethnicity and circumstances of each student they have and how to help them connect.\u003c/p>\n\u003cp>\"I teach every child that I serve the Texas state curriculum. I add to that curriculum images in literature and in person to inspire them that they can be a doctor, a lawyer, a novelist, an author,\" he said. \"By bringing people that come from the same areas that they come from.\"\u003c/p>\n\u003cp>\"So because I'm African American, I have to do my research and find great leaders of Hispanic descent, because the population that I serve is mostly Hispanic. I wish that somebody would have brought a judge to the school. I wish that somebody would have brought a current congressman, a senator, the mayor. ... Representation matters.\"\u003c/p>\n\u003cp>Hale is a dapper dresser: an emerald green tie, a navy blazer, complete with a bright orange pocket square. In his classroom he has a DJ booth where he plays songs he's made. Each one is named for a student, the beats and melodies tailored to their personalities.\u003c/p>\n\u003cp>\"Each song is special and unique, just like the kids,\" he said. \"Because I sit at home and I say, 'Oh, man, Jaime is very active. His feet are always moving. So I like these drums. They have a little pitter patter.' So I'm able to describe the songs to them and it makes them feel so special and it makes them feel so loved.\"\u003c/p>\n\u003cp>It's what he would've wanted when he was a child. It's why Eric Hale teaches.\u003c/p>\n\u003cp>Jake Miller, who left teaching, said he taught because of one teacher who inspired him to be the first in his family to go to college.\u003c/p>\n\u003cp>Alexander Calderon teaches to be the bridge builder for students who need him in the public school system.\u003c/p>\n\u003cp>And all of them, whether they stay or leave, look to the future of education with hope.\u003c/p>\n\u003cp>\"I have two young sons,\" Miller said. \"So you better believe I'm darn hopeful that the education that they get is going to be as good, if not better, than the education that I received.\"\u003c/p>\n\u003cp>\"I know there's always going to be teachers in the classroom that stick it out for the long run,\" Calderon said.\u003c/p>\n\u003cp>And Hale leaves very little to chance: \"I pray and I write a plan. How am I going to fix this? Why wait for Superman when you've got a cape in the closet?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>They said the future is in these students. But what that future looks like depends, they said, on whether the educators at the front of the room feel valued enough to stay.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2022 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=America%27s+kids+are+going+back+to+school.+Not+all+of+their+teachers+will+join+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59821/americas-kids-are-going-back-to-school-not-all-of-their-teachers-will-join-them","authors":["byline_mindshift_59821"],"categories":["mindshift_1"],"tags":["mindshift_21398","mindshift_21461","mindshift_21263"],"featImg":"mindshift_59822","label":"mindshift"},"mindshift_59662":{"type":"posts","id":"mindshift_59662","meta":{"index":"posts_1591205157","site":"mindshift","id":"59662","score":null,"sort":[1659975589000]},"guestAuthors":[],"slug":"researchers-find-growth-in-number-of-jobs-not-exodus-paints-view-of-teacher-shortages","title":"Researchers find growth in number of jobs – not exodus – paints view of teacher shortages","publishDate":1659975589,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>The stories are scary. The teaching profession, according to CNN in early 2022, was “in crisis.” The Wall Street Journal reported in February 2022 that burned out teachers were exiting for jobs in the private sector. House lawmakers in Washington devoted an entire hearing to “Tackling Teacher Shortages” in May 2022. And on Aug. 3, 2022, the Washington Post printed this headline: “‘Never seen it this bad’: America faces catastrophic teacher shortage.”\u003c/p>\n\u003cp>But education researchers who study the teaching profession say the threat is exaggerated.\u003c/p>\n\u003cp>“Attrition is definitely up, but it’s not a mass exodus of teachers,” said Dan Goldhaber, a labor economist at the American Institutes for Research (AIR), a nonprofit research organization.\u003c/p>\n\u003cp>Goldhaber says that the number of teachers leaving the field is in line with historical patterns. The rate of teachers quitting and retiring from the profession, according to Goldhaber’s calculations in one state, Washington, was about 11 percent in 2020-21 – actually a smidge lower than it was in 2006-07, another year of high turnover when a strong job market lured educators away. Most departures were filled with new hires. Goldhaber estimates that in a school with 1,000 students, there was half an unfilled vacancy, on average, in the fall of 2021 – the most recent data he has analyzed.\u003c/p>\n\u003cp>Indeed, the U.S. Department of Education released a national survey of more than 800 schools on Aug. 4, 2022 and found that each school, on average, had about three unfilled teaching openings in June 2022. That’s a time of active hiring and those positions could still be filled before the 2022-23 school year starts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Among researchers, I think we’ve reached a consensus that there hasn’t been an exodus of teachers during the pandemic,” said Heather Schwartz, a researcher at RAND, a nonprofit research organization, which regularly surveys school districts around the country about their staffing. “I don’t see many district leaders saying we have a serious, severe shortage of teachers. I don’t see the crisis.”\u003c/p>\n\u003cp>“Are we going to have such extreme shortages, that we can’t even keep the doors open for schools?” said Schwartz. “No, that’s not where policymakers need to spend their energy.”\u003c/p>\n\u003cp>Instead, as counterintuitive as it might seem, Schwartz found that 77 percent of schools went on a hiring spree in 2021-22 as $190 billion in federal pandemic funds started flowing, according to a RAND survey released on July 19, 2022. “Yes there’s a shortage in the sense that they have unfilled open positions. But it’s sort of a misnomer to say the word ‘shortage’ because compared to pre-pandemic, there’s more people employed at the school.”\u003c/p>\n\u003cp>Imagine that Google decided to expand its ranks of computer programmers. It might be hard to find so many software engineers and it would feel like a shortage to IT hiring managers everywhere. That’s what’s happening at schools.\u003c/p>\n\u003cp>To understand why teacher shortages became a dominant story line, it’s helpful to start the story before the pandemic when complaints about teacher shortages were common. But Goldhaber said there never were shortages everywhere or among all types of teachers. Shortages were concentrated in low-income schools and certain specialties. Wealthy suburban schools might have dozens of applicants for an elementary school teacher, while schools in poor urban neighborhoods and remote rural areas might struggle to find certified teachers in special education or in teaching students who are learning English.\u003c/p>\n\u003cp>The reasons for the different shortages varied. Many teachers go into special education but soon quit the classroom. Teaching students with disabilities is a hard job. Fewer aspiring teachers opt to specialize in math or science instruction. There’s less interest at the start. Low-income schools have problems at both ends. Fewer people want to teach at low-income schools and once there, departures are high.\u003c/p>\n\u003cfigure id=\"attachment_59664\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59664\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2.png\" alt=\"Graph showing percentage of vacancies by specialty over the years\" width=\"977\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2-800x350.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2-160x70.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2-768x336.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: Dan Goldhaber with data from National Center for Education Statistics Schools and Staffing Surveys and National Teacher and Principal Surveys\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic hit in March 2020, schools had their usual rate of teacher departures. But hiring shut down along with everything else. Principals found it virtually impossible to replace teachers who had left.\u003c/p>\n\u003cp>“Imagine this big slowdown of hiring,” said RAND’s Schwartz. “And then you come into the next school year, and you have a shortage of staff — not because there’s tons of people who quit, but because you haven’t refreshed your roster.”\u003c/p>\n\u003cp>Many teachers fell ill from COVID or took days off to take care of sick family members during the 2020-21 school year.\u003c/p>\n\u003cp>“So we had this temporary shortage of teachers who are on campus or on the ground on a given day,” said Schwartz. “Districts didn’t have enough substitute teachers to fill those day- to-day shortages.”\u003c/p>\n\u003cp>The two problems compounded and created extreme shortages. Students sat in classrooms without teachers. Schools closed as variants surged through their communities.\u003c/p>\n\u003cp>The script suddenly flipped during the 2021-22 school year as the federal government sent pandemic recovery funds to schools. Schools not only resumed hiring to fill their vacancies, they increased their staffing levels to help kids catch up from the missed instruction. Many principals hired extra bodies to keep in reserve in anticipation of new coronavirus variants.\u003c/p>\n\u003cp>The biggest areas of staff expansion were among substitute teachers, paraprofessionals or teachers’ aides, and tutors. Ninety percent of the schools surveyed by RAND have already increased their ranks of substitute teachers or are still trying to hire more. To lure substitutes, schools increased pay from an average of $115 a day to $122 a day, inflation adjusted, which Schwartz says is a larger increase than in the retail industry.\u003c/p>\n\u003cp>Schwartz doesn’t yet have data on the exact number of new hires, but she is confident that schools have increased head counts. More than 40 percent of school districts surveyed also said they have already or intend to increase the number of ordinary classroom teachers in elementary, middle and high schools compared with pre-pandemic levels.\u003c/p>\n\u003cfigure id=\"attachment_59665\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59665\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3.png\" alt=\"\" width=\"977\" height=\"1008\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3-800x825.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3-160x165.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3-768x792.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction, Selected Findings from the Fifth American School District Panel Survey, RAND.\u003c/figcaption>\u003c/figure>\n\u003cp>“This expansion of hiring is confusing if you’re like, wait, there’s huge teacher shortages,” said Schwartz. “It’s an ironic problem. So many schools were having to scramble just to stay open and staff during severe shortages. Now we have this weird other problem of overstaffing.”\u003c/p>\n\u003cp>It’s understandable that so many of my media colleagues are writing about shortages. States have been reporting shortages to the federal government, and education advocates, such as Dan Domenech, executive director of the School Superintendents Association, have been sounding alarm bells. Part of the confusion is how shortages are counted. Goldhaber explained to me that there’s no standardized way of defining or documenting a shortage and if even one district among hundreds reported difficulty in hiring a particular type of teacher, some states will document that as a statewide shortage in that category. Louisiana, for example, \u003ca href=\"https://www.louisianabelieves.com/resources/library/workforce-attributes\">reports that it is experiencing shortages\u003c/a> among 80 percent of its teaching force.\u003c/p>\n\u003cp>By contrast, RAND’s analysis is more refined. “We asked schools what shortages they expect for the 22-23 school year and they did not anticipate a huge shortage,” said Schwartz. Three-quarters of the districts said they expect a shortage, but most of them, 58 percent, said it would be a small shortage. Only 17 percent of districts anticipated a large shortage of teachers.\u003c/p>\n\u003cp>Schwartz says her biggest worry isn’t current teacher shortages, but teacher surpluses when pandemic funds run out after 2024. School budgets will be further squeezed from falling U.S. birth rates because funding is tied to student enrollment. Schools are likely to lay off many educators in the years ahead. “It’s not easy for schools to shed staff and maintain quality of instruction for students,” said Schwartz.\u003c/p>\n\u003cp>That won’t be good for students.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-researchers-say-cries-of-teacher-shortages-are-overblown/\">\u003cem>teacher shortages\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"Schools are going on pandemic hiring sprees and overstaffing may be the new problem.","status":"publish","parent":0,"modified":1659975589,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1448},"headData":{"title":"Researchers find growth in number of jobs – not exodus – paints view of teacher shortages - MindShift","description":"Schools are going on pandemic hiring sprees and overstaffing may be the new problem.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"59662 https://ww2.kqed.org/mindshift/?p=59662","disqusUrl":"https://ww2.kqed.org/mindshift/2022/08/08/researchers-find-growth-in-number-of-jobs-not-exodus-paints-view-of-teacher-shortages/","disqusTitle":"Researchers find growth in number of jobs – not exodus – paints view of teacher shortages","nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","path":"/mindshift/59662/researchers-find-growth-in-number-of-jobs-not-exodus-paints-view-of-teacher-shortages","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>The stories are scary. The teaching profession, according to CNN in early 2022, was “in crisis.” The Wall Street Journal reported in February 2022 that burned out teachers were exiting for jobs in the private sector. House lawmakers in Washington devoted an entire hearing to “Tackling Teacher Shortages” in May 2022. And on Aug. 3, 2022, the Washington Post printed this headline: “‘Never seen it this bad’: America faces catastrophic teacher shortage.”\u003c/p>\n\u003cp>But education researchers who study the teaching profession say the threat is exaggerated.\u003c/p>\n\u003cp>“Attrition is definitely up, but it’s not a mass exodus of teachers,” said Dan Goldhaber, a labor economist at the American Institutes for Research (AIR), a nonprofit research organization.\u003c/p>\n\u003cp>Goldhaber says that the number of teachers leaving the field is in line with historical patterns. The rate of teachers quitting and retiring from the profession, according to Goldhaber’s calculations in one state, Washington, was about 11 percent in 2020-21 – actually a smidge lower than it was in 2006-07, another year of high turnover when a strong job market lured educators away. Most departures were filled with new hires. Goldhaber estimates that in a school with 1,000 students, there was half an unfilled vacancy, on average, in the fall of 2021 – the most recent data he has analyzed.\u003c/p>\n\u003cp>Indeed, the U.S. Department of Education released a national survey of more than 800 schools on Aug. 4, 2022 and found that each school, on average, had about three unfilled teaching openings in June 2022. That’s a time of active hiring and those positions could still be filled before the 2022-23 school year starts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Among researchers, I think we’ve reached a consensus that there hasn’t been an exodus of teachers during the pandemic,” said Heather Schwartz, a researcher at RAND, a nonprofit research organization, which regularly surveys school districts around the country about their staffing. “I don’t see many district leaders saying we have a serious, severe shortage of teachers. I don’t see the crisis.”\u003c/p>\n\u003cp>“Are we going to have such extreme shortages, that we can’t even keep the doors open for schools?” said Schwartz. “No, that’s not where policymakers need to spend their energy.”\u003c/p>\n\u003cp>Instead, as counterintuitive as it might seem, Schwartz found that 77 percent of schools went on a hiring spree in 2021-22 as $190 billion in federal pandemic funds started flowing, according to a RAND survey released on July 19, 2022. “Yes there’s a shortage in the sense that they have unfilled open positions. But it’s sort of a misnomer to say the word ‘shortage’ because compared to pre-pandemic, there’s more people employed at the school.”\u003c/p>\n\u003cp>Imagine that Google decided to expand its ranks of computer programmers. It might be hard to find so many software engineers and it would feel like a shortage to IT hiring managers everywhere. That’s what’s happening at schools.\u003c/p>\n\u003cp>To understand why teacher shortages became a dominant story line, it’s helpful to start the story before the pandemic when complaints about teacher shortages were common. But Goldhaber said there never were shortages everywhere or among all types of teachers. Shortages were concentrated in low-income schools and certain specialties. Wealthy suburban schools might have dozens of applicants for an elementary school teacher, while schools in poor urban neighborhoods and remote rural areas might struggle to find certified teachers in special education or in teaching students who are learning English.\u003c/p>\n\u003cp>The reasons for the different shortages varied. Many teachers go into special education but soon quit the classroom. Teaching students with disabilities is a hard job. Fewer aspiring teachers opt to specialize in math or science instruction. There’s less interest at the start. Low-income schools have problems at both ends. Fewer people want to teach at low-income schools and once there, departures are high.\u003c/p>\n\u003cfigure id=\"attachment_59664\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59664\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2.png\" alt=\"Graph showing percentage of vacancies by specialty over the years\" width=\"977\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2-800x350.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2-160x70.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-2-768x336.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: Dan Goldhaber with data from National Center for Education Statistics Schools and Staffing Surveys and National Teacher and Principal Surveys\u003c/figcaption>\u003c/figure>\n\u003cp>When the pandemic hit in March 2020, schools had their usual rate of teacher departures. But hiring shut down along with everything else. Principals found it virtually impossible to replace teachers who had left.\u003c/p>\n\u003cp>“Imagine this big slowdown of hiring,” said RAND’s Schwartz. “And then you come into the next school year, and you have a shortage of staff — not because there’s tons of people who quit, but because you haven’t refreshed your roster.”\u003c/p>\n\u003cp>Many teachers fell ill from COVID or took days off to take care of sick family members during the 2020-21 school year.\u003c/p>\n\u003cp>“So we had this temporary shortage of teachers who are on campus or on the ground on a given day,” said Schwartz. “Districts didn’t have enough substitute teachers to fill those day- to-day shortages.”\u003c/p>\n\u003cp>The two problems compounded and created extreme shortages. Students sat in classrooms without teachers. Schools closed as variants surged through their communities.\u003c/p>\n\u003cp>The script suddenly flipped during the 2021-22 school year as the federal government sent pandemic recovery funds to schools. Schools not only resumed hiring to fill their vacancies, they increased their staffing levels to help kids catch up from the missed instruction. Many principals hired extra bodies to keep in reserve in anticipation of new coronavirus variants.\u003c/p>\n\u003cp>The biggest areas of staff expansion were among substitute teachers, paraprofessionals or teachers’ aides, and tutors. Ninety percent of the schools surveyed by RAND have already increased their ranks of substitute teachers or are still trying to hire more. To lure substitutes, schools increased pay from an average of $115 a day to $122 a day, inflation adjusted, which Schwartz says is a larger increase than in the retail industry.\u003c/p>\n\u003cp>Schwartz doesn’t yet have data on the exact number of new hires, but she is confident that schools have increased head counts. More than 40 percent of school districts surveyed also said they have already or intend to increase the number of ordinary classroom teachers in elementary, middle and high schools compared with pre-pandemic levels.\u003c/p>\n\u003cfigure id=\"attachment_59665\" class=\"wp-caption alignnone\" style=\"max-width: 977px\">\u003cimg class=\"size-full wp-image-59665\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3.png\" alt=\"\" width=\"977\" height=\"1008\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3.png 977w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3-800x825.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3-160x165.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/08/Barshay-Hechinger-3-768x792.png 768w\" sizes=\"(max-width: 977px) 100vw, 977px\">\u003cfigcaption class=\"wp-caption-text\">Source: Districts Continue to Struggle with Staffing, Political Polarization, and Unfinished Instruction, Selected Findings from the Fifth American School District Panel Survey, RAND.\u003c/figcaption>\u003c/figure>\n\u003cp>“This expansion of hiring is confusing if you’re like, wait, there’s huge teacher shortages,” said Schwartz. “It’s an ironic problem. So many schools were having to scramble just to stay open and staff during severe shortages. Now we have this weird other problem of overstaffing.”\u003c/p>\n\u003cp>It’s understandable that so many of my media colleagues are writing about shortages. States have been reporting shortages to the federal government, and education advocates, such as Dan Domenech, executive director of the School Superintendents Association, have been sounding alarm bells. Part of the confusion is how shortages are counted. Goldhaber explained to me that there’s no standardized way of defining or documenting a shortage and if even one district among hundreds reported difficulty in hiring a particular type of teacher, some states will document that as a statewide shortage in that category. Louisiana, for example, \u003ca href=\"https://www.louisianabelieves.com/resources/library/workforce-attributes\">reports that it is experiencing shortages\u003c/a> among 80 percent of its teaching force.\u003c/p>\n\u003cp>By contrast, RAND’s analysis is more refined. “We asked schools what shortages they expect for the 22-23 school year and they did not anticipate a huge shortage,” said Schwartz. Three-quarters of the districts said they expect a shortage, but most of them, 58 percent, said it would be a small shortage. Only 17 percent of districts anticipated a large shortage of teachers.\u003c/p>\n\u003cp>Schwartz says her biggest worry isn’t current teacher shortages, but teacher surpluses when pandemic funds run out after 2024. School budgets will be further squeezed from falling U.S. birth rates because funding is tied to student enrollment. Schools are likely to lay off many educators in the years ahead. “It’s not easy for schools to shed staff and maintain quality of instruction for students,” said Schwartz.\u003c/p>\n\u003cp>That won’t be good for students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about\u003c/em> \u003ca href=\"https://hechingerreport.org/proof-points-researchers-say-cries-of-teacher-shortages-are-overblown/\">\u003cem>teacher shortages\u003c/em>\u003c/a> \u003cem>was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cem>Hechinger newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59662/researchers-find-growth-in-number-of-jobs-not-exodus-paints-view-of-teacher-shortages","authors":["byline_mindshift_59662"],"categories":["mindshift_20729"],"tags":["mindshift_21398"],"featImg":"mindshift_59663","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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