How Credentialing Pathways Exacerbate California’s Teacher Shortage
Abstract/Contents
- Abstract
- California faces the increasingly difficult problem of training and retaining quality teachers in public schools, leading many districts across the state to hire under-credentialed lead teachers. Analyses of CA Teacher Assignment Monitoring Data indicate that under-credentialed teachers more commonly teach in schools with Black and Latino students, low-income students, English language learners, and students with special needs, highlighting an important equity concern. To understand the teacher credentialing crisis, we analyze the distribution of under-credentialed teachers and interview under-credentialed teachers in a large urban California district to understand why they teach and the barriers they face as they work towards a full credential. Based on our findings, we recommend that the California Commission on Teacher Credentialing (CTC) and California school districts establish equity-informed teacher credential benchmarks for every school site and expand pathways to fulfill credential requirements to better incorporate other essential teacher competencies not reflected in the current process.
Description
| Type of resource | text |
|---|---|
| Date created | [ca. June 2023] |
| Publication date | July 14, 2023; June 14, 2023 |
Creators/Contributors
| Author | Hofmann, Jenn |
|---|---|
| Author | McJunkins, Cordy |
| Author | Nelson, Theresa |
| Author | Stojanovic, Mara |
| Thesis advisor | Nation, Joseph |
| Degree granting institution | Stanford University |
| Department | Public Policy |
Subjects
| Subject | California. Commission on Teacher Credentialing |
|---|---|
| Subject | Stanford University |
| Subject | Humanities and Sciences |
| Subject | Public Policy Program |
| Genre | Text |
| Genre | Policy brief |
Bibliographic information
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution 4.0 International license (CC BY).
Preferred citation
- Preferred citation
- Hofmann, J., McJunkins, C., Nelson, T., and Stojanovic, M. (2023). How Credentialing Pathways Exacerbate California’s Teacher Shortage. Stanford Digital Repository. Available at https://purl.stanford.edu/ps239gf1021. https://doi.org/10.25740/ps239gf1021.
Collection
Stanford University, Public Policy Program, Masters Theses and Practicum Projects
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