As the authors write, “elementary education-credentialed job candidates are relatively plentiful, making elementary positions relatively easy to fill.” In comparison, it took longer to fill the open teaching jobs for special ed, STEM and English learners - if they got filled at all. About 60% of elementary teaching jobs were removed within four weeks of posting. The graph below shows the percentage of jobs that remained unfilled at various points in time.Īgain, there were large differences across subject areas. Goldhaber’s team also looked at how long the jobs stayed open. Source: Goldhaber et al., “ A New Method to Get Timely Information on Teacher Hiring Needs ” Schools are sorted into quartiles based on how many underrepresented minority students they serve. The lines are scaled based on how many people were working in those roles in the prior year. The first graph below shows the number of job openings per 100 full-time employees, sorted by subject area and school type. There were large disparities across schools in terms of how many people they wanted to hire. Proportionally speaking, there were about 3 to 5 times as many open teaching jobs with a focus on special education, STEM and English Language Learners. In contrast, there were many more special education, STEM and English learner teaching positions, and these were much harder to fill. They find that while there are a lot of elementary teachers overall, there are proportionally few openings for those jobs. Their latest working paper focuses on what happened over the course of 2022. By adding this denominator, they were able to determine which teaching positions were comparatively easier or harder to staff. They scraped public job postings from school district websites across the state of Washington, and compared the number of openings against the number of people working in those roles in the prior year. What do real-time job-openings data reveal about teacher hiring and shortages?ĭan Goldhaber and a team of researchers at the University of Washington wanted to find out. The results of this study help to identify promising targets of teacher-based interventions for children whose cognitive deficits may be negatively impacting their performance in school and who may not be correctly identified for academic supports and/or early intervention services.This story was produced by The 74, a non-profit, independent news organization focused on education in America. Lastly, moderation analyses showed that teacher warmth significantly interacted with true attention abilities to predict teachers’ reports of inattention moderate warmth was predictive of the most accurate teacher reports, whereas low warmth predicted over-report of attention problems, and high warmth predicted under-report of attention problems. Hierarchical regression analyses showed that above and beyond that which was accounted for by performance-based neuropsychological measures, teacher warmth accounted for significant variance in teachers’ reports of children’s abilities. Teacher warmth was related to teachers’ reports of children’s abilities such that greater warmth was associated with fewer reported cognitive problems, and less warmth was associated with a greater number of reported cognitive problems. Results found that teachers’ behavioral reports captured children’s true neurocognitive abilities, as measured by performance-based neuropsychological measures. The final sample for this study included 37 teachers and their 8- to 12-year old students. The study proposed a model of children’s cognitive functioning, wherein performance-based neuropsychological measures of children’s attention, working memory, and EF and teacher-student relational warmth predicted teacher reports of children’s abilities. This study sought to expand current knowledge about aspects of the teacher-child relationship that may facilitate accuracy in teacher reporting on children’s higher-order cognitive skills, including attention, working memory, and executive functioning (EF).
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