At CRPE, we study how the teacher workforce can evolve to meet students’ changing needs and create more sustainable roles for educators. Our research explores new staffing models, including ASU’s Next Education Workforce™, that reimagine how adults collaborate in schools—shifting away from the one-teacher, one-classroom model toward team-based approaches that expand instructional capacity and support. We examine how these innovations can improve teacher retention, elevate the profession, and ensure that students have access to diverse expertise. By analyzing emerging models and their impact, we aim to understand how the education workforce can be redesigned to better serve both students and educators.
In this brief, CRPE analysts find that most of Washington’s largest districts spend less per math or science teacher than for teachers in other subjects.
Looking at the 15 largest districts in California, this analysis finds that teachers at risk of layoff are concentrated in schools with more poor and minority students, concluding that “last in, first out” policies disproportionately affect these students and their schools.
This paper finds that shifting from a seniority-based hiring system to a “mutual consent” hiring system leads to a short-term increase in turnover and inexperienced teachers, but after a few years the level of inexperienced teachers and turnover goes back to an uneven distribution across schools.
Drawing on an an original survey of hiring practices in charter schools and their local school districts in six-states, this paper offers an exploratory look at how charter schools compete for teachers across local contexts.
This brief demonstrates how, contrary to common worry, closing Title I’s “comparability provision” loophole would not force districts to mandatorily reassign teachers.
No results found.