Educator Supply, Demand, and Quality in North Carolina: Current Status and Recommendations. Research Brief

Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: [email protected]; Web site: https://learningpolicyinstitute.org

Y

16

Spencer Foundation

Teacher Supply and Demand; Elementary Secondary Education; Court Litigation; Educational Quality; Teacher Effectiveness; Teacher Qualifications; State Policy; Educational Improvement; Faculty Development; Equal Education; Teacher Education Programs; Teacher Salaries; Teacher Evaluation; Teacher Placement; Statewide Planning; Compensation (Remuneration); Teacher Recruitment; Faculty Mobility; Educational Policy; Teacher Shortage; Instructional Leadership; Mathematics Achievement; Grade 8; Minority Group Teachers; Administrator Education; Work Environment; Teaching Conditions; Poverty; Institutional Characteristics

This brief summarizes a 2019 study of educator supply, demand, and quality in North Carolina conducted by the Learning Policy Institute in collaboration with the Education Policy Initiative at Carolina and WestEd. That study supported the state's ongoing efforts to meet the standard set in the North Carolina Supreme Court's decision in "Leandro v. the State of North Carolina." The study found that access to qualified teachers and administrators was increasingly limited and inequitable in the state. To guarantee that access, it recommended expanding high-quality teacher pipelines and training, updating preparation and professional development, and rationalizing and improving compensation and evaluation. [For the full report, see ED617602.]

ERIC

2022

ED617603