January 9, 2003

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Vol. 22, Issue 17
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States are taking steps to recruit and retain skilled teachers, but few efforts target the schools where they are needed most.
Students in high-poverty, high-minority, and low-performing schools have less access to well-qualified teachers.
Most districts trying to reduce teacher turnover and increase the number of well-qualified teachers in their schools have focused on improving hiring and recruitment practices. But research suggests that working conditions and salary levels actually are more on teachers' minds as they decide where to teach and whether to stay or leave.
Making low-performing schools attractive to highly qualified teachers is a complex undertaking.
The two schools reside in the same district, yet they exist in different worlds.
Most see Halifax, N.C. as a pit stop off a quiet country road that leads to somewhere, something better.
On the night of last April 17, the Philadelphia school community waited anxiously to find out which of the district's schools would land on a new list of low performers--schools that the state was declaring to be in urgent need of change.
Many poor schools are turning to alternative-certification programs to find teachers to fill their classrooms.
Hiring practices keep good teachers away from city schools, but teachers’ own preferences also influence where they end up.
Recruiting teachers can mean sending a representative with a folding table to a hiring fair. Or it can mean a yearlong campaign that targets the best education schools, courts top students, and doesn't let up until a hundred newly minted teachers have signed contracts and been matched to the neediest schools in the system.
Andratesha Munn, Rebecca Farrell, Lyndsay Dimengo, Allison Hauserman, Robert Ristau, Heather Penny, and Michelle Flanagan.
The reasons good teachers avoid tough schools are many. Simple solutions seldom suffice.
Few states or districts try to match well-qualified teachers with high-need schools.
Even the highest-achieving states have big gaps to fill to meet provisions of the new federal education law.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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