[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-586117-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-586117-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teacher-shortages-an-overview-of-the-evidence","Teacher Shortages: An Overview of the Evidence","","Maryland can reduce teacher shortages by applying evidence-based strategies that curb teacher turnover and strengthen recruitment. The research brief reviews findings on how teacher quality, working conditions, and administrative support influence retention, noting that turnover accounts for most annual teacher demand and harms student achievement, especially for low-income students of color. It also highlights policy options including collaboration time, principal support, competitive compensation, improved preparation, induction for novice teachers, and smarter licensure and recruitment approaches, supported by rapid evidence review methods.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teacher-shortages-an-overview-of-the-evidence/586117/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teacher-shortages-an-overview-of-the-evidence/586117.png","ImageObject",300,407,{"name":42,"@type":43},"Taylor Morgan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does Maryland face teacher shortages?","Question",{"text":63,"@type":64},"Maryland is experiencing a shortage of high-quality teachers, and the brief links shortages to high teacher turnover. It cites national evidence that turnover can account for two-thirds to nearly all annual teacher demand.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What working conditions help retain teachers?",{"text":68,"@type":64},"The brief highlights school-level working conditions such as opportunities for collaboration, shared decision-making, accountability systems, and resources for teaching and learning. It notes stronger outcomes when teachers have collaborative time, depending on how it is implemented.",{"name":70,"@type":61,"acceptedAnswer":71},"Which state strategies are recommended to reduce turnover and strengthen recruitment?",{"text":72,"@type":64},"The brief recommends investing in principal and administrative support, high-quality professional development, competitive salaries and compensation tools, improved teacher preparation (including grow-your-own and residencies), and targeted induction and mentoring for novice teachers.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},586117,1792900357,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":55,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Research Brief  \n[norc.org | info@norc.org](norc.org | info@norc.org) 1/31/2025  \nTeacher Shortages: An Overview of the Evidence  \nAngel Bohannon, Ph. D., Isis Owusu, MPP., Arvind Ilamaran, Ph. D., and Marc Hernandez, Ph. D.  \nMaryland can address teacher shortages by using multiple evidence-based strategies to reduce teacher turnover and increase recruitment.  \nMaryland is experiencing a shortage of high-quality teachers; yet high-quality teachers are one of the most important factors in improving student outcomes.1  \nMultiple studies find high-quality teachers lead to improved student achievement. Although there are ongoing debates on how to measure teacher quality, some research finds that experienced and certified teachers are typically more effective and more likely to stay in teaching.  \nTo address its teaching shortage, Maryland has room to grow in building supportive teaching conditions and providing equitable access to qualified teachers.4 A 2024 Learning Policy Institute study rates Maryland in the bottom half of states on teaching attractiveness and teacher equity. Teaching attractiveness is the extent to which a state has competitive salaries and supportive teaching conditions. Teacher equity is the extent to which students of color and low-income students have equitable access to certified experienced teachers.  \nTeacher turnover is a major contributor to teacher shortages.2  \nOne national study finds that although multiple factors contribute to teacher shortages (e.g., insufficient supply of new teachers, increased enrollment), teacher turnover accounts for two-thirds to nearly all annual teacher demand. The authors state “reducing attrition could virtually eliminate overall shortages.”3 Teacher turnover leads to lower student achievement and disproportionately affects low-income students of color. One study finds that school districts may spend from $10,000 to $17,000 to replace each teacher that leaves.  \nResearch identifies key predictors of teacher turnover and promising state strategies.4  \nSchool-level working conditions, including opportunities for teacher collaboration, shared decision-making, accountability systems, and resources for teaching and learning, are associated with teacher retention.  \n􀀻 States can support teacher collaboration to improve working conditions  \nSchools with teacher collaborative time have stronger academic outcomes but implementation matters. During teacher shortages, states may have to balance collaboration time with instructional time.  \nStates can provide time for teachers to collaborate, plan together, review student work, and self-reflect. How teacher collaboration is implemented and different approaches to teacher collaboration may impact the effectiveness of collaboration.  \nHowever, research does not provide guidance on how much time teachers should spend on instruction versus non-instructional activities during teacher shortages. Multiple studies also show that instructional time –that is, classroom time spent on a particular subject – is associated with increased academic achievement.  \nSchool leadership and administrative support. Principal support is crucial for teacher retention. One metaanalysis finds that a teacher is 80% more likely to leave a school with less administrative support.  \n􀀻 States can invest in school leader professional development and preparation.  \nHigh-quality professional development can include collaborative learning opportunities and authentic learning experiences around concrete problems.  \nSalaries and other compensation. Teacher salaries affect teacher supply, quality and retention. One study found that increases in teachers’ salaries were associated with reduced turnover in California.  \n􀀻 States can provide competitive compensation, service scholarships and loan forgiveness.  \nStates can set a statewide salary minimum and adjust salaries to reflect regional cost-of-living differences. They can also use service scholarships or loan forgiv","cbCaisUM4jfvp6Ve","https://ap.wps.com/l/cbCaisUM4jfvp6Ve","pdf",113589,"English","# Teacher shortages and the evidence\n## Teacher quality and student outcomes\n## Turnover as the core driver of shortages\n## Working conditions and retention\n## School leadership and administrative support\n## Professional development and compensation\n## Teacher preparation and induction\n## Recruitment, licensure transfer, and hiring\n# Methods for rapid evidence review","[{\"question\":\"Why does Maryland face teacher shortages?\",\"answer\":\"Maryland is experiencing a shortage of high-quality teachers, and the brief links shortages to high teacher turnover. It cites national evidence that turnover can account for two-thirds to nearly all annual teacher demand.\"},{\"question\":\"What working conditions help retain teachers?\",\"answer\":\"The brief highlights school-level working conditions such as opportunities for collaboration, shared decision-making, accountability systems, and resources for teaching and learning. It notes stronger outcomes when teachers have collaborative time, depending on how it is implemented.\"},{\"question\":\"Which state strategies are recommended to reduce turnover and strengthen recruitment?\",\"answer\":\"The brief recommends investing in principal and administrative support, high-quality professional development, competitive salaries and compensation tools, improved teacher preparation (including grow-your-own and residencies), and targeted induction and mentoring for novice teachers.\"}]","Teacher Shortages: An Overview of the Evidence | PDF",1792057014]