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ERIC Number: ED481608
Record Type: RIE
Publication Date: 2003
Pages: 65
Abstractor: N/A
Missed Opportunities: How We Keep High-Quality Teachers out of Urban Classrooms.
Levin, Jessica; Quinn, Meredith
This report examines urban district hiring practices and their effect on applicant attrition and teacher quality, analyzing data from four hard-to-staff urban districts collected via telephone surveys with applicants who left for other districts, written surveys, focus groups with preservice and inservice teachers, and applicant tracking data. Results indicated that with aggressive recruitment, teachers applied in large numbers. However, all of the districts failed to make job offers until mid-to-late summer, which left applicants hanging in limbo for months. Frustrated with waiting, 31 to 60 percent of applicants withdrew from the hiring process, often to accept jobs with districts that made offers earlier. Many of the best candidates with the most options were the most likely to abandon hard-to-staff districts in the face of hiring delays, forcing districts to fill their vacancies from applicant pools with higher percentages of unqualified and uncertified teachers. Most teachers who withdrew their applications were committed to teaching in urban schools, and many wanted jobs in high-needs areas. Three widespread hiring policies tied the hands of human resources departments: vacancy notification requirements, teacher union transfer requirements, and late budget timetables and inadequate forecasting. Recommended solutions include revising teacher notification requirements, reforming collective bargaining transfer requirements, and addressing budget barriers. An appendix charts the roles of various stakeholders in the reform effort. (Contains 21 endnotes.) (SM)
The New Teacher Project, 304 Park Avenue South, 11th Floor, New York, NY 10010. Tel: 212-590-2484, ext. 1031; Fax: 212-590-2485; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation, Baltimore, MD.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Produced by the New Teacher Project with additional support from Washington Mutual Foundation.