Comprehensive teacher workforce data gives us the insights we need to implement policies and practices that effectively strengthen and diversify the teacher workforce.
Making strategic decisions to strengthen and diversify the teaching profession requires understanding the teacher workforce—meaning we need ample workforce data. Without comprehensive and connected data systems, state, district, and prep program leaders struggle to understand critical patterns in teacher preparation, recruitment, retention, and effectiveness. The result is generic policy rather than targeted solutions.
Robust workforce data systems help education leaders at every level answer vital questions about teacher vacancy patterns, diversity, and pipeline health that ultimately impact student success. Prioritizing this data helps leaders set meaningful goals and benchmark their progress to prepare, attract, and retain effective and diverse teachers for all students.
Given both the importance—and dearth—of nuanced, local data on teacher supply and demand, NCTQ set out to understand the key data elements states are currently collecting and which data is missing. Here is what we learned.
Which prep programs successfully prepare aspiring teachers to pass reading and content knowledge licensure tests?
How can state and prep program leaders interpret and act on pass rate data to support aspiring teachers who need it?
Explore which key data metrics states are collecting—and missing—to understand teacher supply, demand, and equity. Learn how connected data systems can help state agencies answer staffing questions.
To what extent are states collecting and reporting information about their teacher labor markets?
We examine state practices in tracking teacher shortages, retention patterns, and equitable distribution of educators.
Institutional pass rates for elementary content teacher licensure tests serve as a compass, pointing toward strengths and opportunities in preparing aspiring elementary teachers for success in the classroom.
Explore national trends as well as the variability in state teacher preparation program enrollment and completion.
