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Divide  \nAddressing Michigan’s Teacher Shortage Problem for Students Most in Need  \n[edtrustmidwest.org](edtrustmidwest.org)  \nTable of Contents  \nI.  Executive Summary  \nII.  Summary Findings of Michigan Teacher Quality  \nIII.  Closing the Opportunity Divide: Addressing Michigan’s Teacher  Shortage for Students Most in Need  \nIV.  Defining Teacher Shortages: A Complex and Multi-Faceted Problem  \nV. Teacher Qualifications   \nVI. Teacher Quality Measure: Inexperienced Teachers  \nVII. Teacher Quality Measure: Out-of-Field Teaching   \nVIII. Teacher Shortage Measure: Teacher Turnover  \nIX. Teacher Shortage Measure: Teacher Vacancies  \nX.  What Do Teacher Shortages Mean for Children, Schools, Families, and Communities?  \nXI.  Impact of Teacher Shortages on Students and Educators  \nXII. The Role of Public Policy   \nXIII.  Where DoWe Go From Here? Policy Recommendations  \nXIV.  Conclusion  \nThis research result used data structured and maintained by theMERI-Michigan Education Data Center (MEDC). MEDC data is modified for analysis purposes using rules governed by MEDCandare not identical to those data collected and maintained by the Michigan Department of Education (MDE) and/or Michigan’s Center for Educational Performance and Information (CEPI). Results, information and opinions solely represent the analysis, information and opinions of the author(s) and are not endorsed by, or reflect the views or positions of, grantors, MDEand CEPI or any employee thereof.  \nContent by community leaders and contributors are solely the opinions of those leaders and do not necessarily reflect the views ofEdTrust-Midwest.  \nJANUARY 2025 • EDTRUST-MIDWEST 3  \nEquity-Driven • Data-Centered • Student-Focused  \nEdTrust-Midwest works for the high academic achievement of all Michigan students in pre-kindergarten through college. Our goal is to close the gapsin opportunity and achievement that disproportionately impact students who are the most underserved, with a particular focus on Black and Latino/a students and students from low-income backgrounds.  \nI. Executive Summary  \nDecades of research underscore how important teachers are in students’ lives. They are, in fact, one of the most important factors contributing to student success in the classroom.1 Teachers, particularly highly qualified and effective teachers, are a key ingredient in achieving student success. Indeed, we know from research that a teacher’s impact on their students‘ outcomes can be two to three times more powerful than any other school-based factor.2  \nHowever, as with many aspects of education, years of research show that access to highly qualified and effective teachers is uneven, at best.3 For this reason, teacher shortages make up one important component of opportunity gaps, and in turn achievement gaps.4 These gaps result in discrepancies in reading and math proficiency based on factors including race and socioeconomic status.5 In Michigan, such opportunity gaps for our students who have long lacked access to strong educational resources – Black and Latino students and children from low-income backgrounds across the entire state – are deep and persistent.  \nIt is with this context that EdTrust-Midwest sought to examine Michigan’s educator landscape to determine whether all students have similar access to experienced, credentialed, highly qualified and effective teachers. EdTrust-Midwest spent two years reviewing research, conducting focus groups across geographic regions, and securing, examining and analyzing hard-to-access public and non-public data.  \nThe findings paint a troubling picture across Michigan’s classrooms, demonstrating how Black and Latino students and students from low-income backgrounds have far less access to credentialed, highly qualified teachers, experience far greater teacher mobility, and have access to far fewer experienced teachers than their white peers. Given how important teacher quality is to student success, it","cbCaioDhRHA6uunO","https://ap.wps.com/l/cbCaioDhRHA6uunO","pdf",3910346,25,"English","# Executive Summary\n# Summary Findings of Michigan Teacher Quality\n# Closing the Opportunity Divide: Addressing Michigan’s Teacher Shortage for Students Most in Need\n# Defining Teacher Shortages: A Complex and Multi-Faceted Problem\n# Teacher Qualifications\n# Teacher Quality Measure: Inexperienced Teachers\n# Teacher Quality Measure: Out-of-Field Teaching\n# Teacher Shortage Measure: Teacher Turnover\n# Teacher Shortage Measure: Teacher Vacancies\n# What Do Teacher Shortages Mean for Children, Schools, Families, and Communities?\n# Impact of Teacher Shortages on Students and Educators\n# The Role of Public Policy\n# Where Do We Go From Here? Policy Recommendations\n# Conclusion","[{\"question\":\"What problem does the report address?\",\"answer\":\"The report addresses Michigan’s teacher shortage and unequal access to experienced, credentialed, highly qualified, and effective teachers, particularly for students most in need.\"},{\"question\":\"How does the report assess teacher shortages and teacher quality?\",\"answer\":\"It reviews existing research, conducts focus groups across geographic regions, and analyzes publicly available and non-public data structured and maintained by relevant education data organizations.\"},{\"question\":\"What does the report find about students with the greatest needs?\",\"answer\":\"Students with the greatest needs are less likely to have subject-certified teachers and more likely to learn from teachers with emergency or temporary credentials and from beginning teachers in high-poverty districts.\"}]","Closing the Opportunity Divide - Addressing Michigan’s Teacher Shortage Problem for Students Most in Need | PDF",1792049621,63]