Attract, Prepare, Retain Resource Database

AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs. All three surveys were representative of AACTE’s membership. This report describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic

This research summary explores the school psychologist shortage, emphasizing the regional and differences in which these shortages take place and preparation program availability.

This report provides an overview of the shortage crisis in direct support professional workforce through an examination of various data sources, research, and other related policies.

This report reviews research and examines State initiatives focused on six strategies to attract, prepare, and retain educators, with an emphasis on critical shortage areas. These six strategies are: Service scholarships and loan forgiveness; high-retention pathways into teaching; mentoring and induction; developing high-quality school leaders; competitive compensation; and recruitment strategies to expand the pool of qualified educators.

This research review examines strategies for attracting and retaining educators at the Federal, State, and district levels.

This report explores how micro-credentials were uniquely implemented in six districts throughout the United States and examines the impact the micro-credentialing programs had on educator professional development and retention.

This report investigates the effects of Statewide teacher incentive programs in hard-to-staff subjects, such as special education. This report finds a relationship between financial incentives, such as loan forgiveness, and decreased teacher attrition in shortage areas.

This report from the Center on American Progress presents the findings from a national survey on school districts’ human capital practices and analyzes the impact of those human capital systems on teacher attraction and retention.

This report, from the National Center for the Analysis of Longitudinal Data in Education Research (CALDER) examines data surrounding teacher preparation experiences and workforce entry of graduates of special education teacher education programs in Washington.

This report analyzes strategies, policies and incentives that have been used to address the attraction and retention of high-quality teachers in Utah in order to assist districts and schools in examining their own recruitment and retention practices.

This report provides an overview of the retention, movement and attrition of Tennessee public school teachers, with emphasis placed on high-needs content areas, such as special education and career & technical education (CTE).

This report summarizes the research findings on the funding systems for education in South Dakota and offers a set of recommendations to address the recruitment and retention of educators in the state. Recommendations include models for expanding funding as well as strategies related to licensure reciprocity and educator induction.

This report, written in collaboration between the Pennsylvania Department of Education and the Learning Policy Institute, examines root causes, policy implications, and strategies for addressing teacher shortages in Pennsylvania. This report highlights specific challenges surrounding and strategies for addressing special education shortages in the state.

This study examines trends in the educator pipeline, certification, and mobility by subject area in order to calculate projections for future educator workforce demands in Oklahoma. Specifically, this study projects an increase in educator certification in areas related to serving students with special needs.

This report summarizes responses to a series of focus groups of educators of color in various areas, including special educators, and case studies of the experiences of educators of color in the workforce. This report offers recommendations for schools, districts, and States to consider in order to support educators of color, reduce attrition, and build more inclusive work environments.