Education K-12 and the Shortage of Teachers
1. Introduction: Policy Problem
In South Carolina State, the share of educators quitting their posts per annum (6,500 in number, in the year 2016) is much higher as compared to that of teacher-program graduates available to occupy those vacant posts (1,700, for the year 2016). The state’s teacher-training enrollment has been dwindling at four percent, averagely, a year. From 2009 to 2014, a thirty-five percent drop was witnessed in teacher education enrollment, to 451,000 from 691,000. This represents a decline of nearly 240,000 graduates in 2014 from the 2009 figures (Sutcher, Darling-Hammond & Carver-Thomas, 2016). The state’s dearth of qualified educators, particularly in rural, impoverished areas and within the disciplines of science and mathematics, has grown so acute that long-term economic growth as well as education quality has suffered statewide (The Citadel, 2017). In this paper, the State of South Carolina will be compared against Rhode Island and Florida with regard to K-12 educator shortage, difference in educator-shortage outcomes and decisions on the basis of political culture, public opinion, and partisan balance, and the most effective policy change alternative for South Carolina.
1.1. History
Educator shortage is no new occurrence; a majority of states in the nation have been reporting instances of shortage since nearly the past three decades. However, the issue has intensified of late with the teaching profession challenged by the problems of inadequate salaries resulting in decreased morale, unjust assessment techniques, high-stakes examination prerequisites, due-process rights being attacked, and scarce resources, to name a few (Strauss, 2017). An analysis of a vast research pool on educator retention and recruitment gives rise to the following 5 key factors and associated policies that impact an educator’s decision of entering, remaining in, or quitting their jobs; (1) Overall compensation, including basic pay, (2) Entry and preparation expenses, (3) Fresh recruits’ support and induction (4) Hiring and employee management, and (5) Work conditions, which include school leadership, accountability systems, collective decision-making and collaboration between professionals, and learning and teaching resources (Podolsky et al., 2016; Strauss, 2017). At South Carolina State level as well as the federal level, one will find an absence of an explicit policy to deal with the issue of educator shortage.
1.2. Recent policy
On 18th August, 2017, South Carolinian educational sector stakeholders met up and put forward recommendations directed at the state’s higher education commission and education department to be implemented as countermeasures for addressing the state’s educator shortage issue (Daniel et al., 2017). These included; (1) Provision of speedy pilot initiative approval enabling conditional educator certification, and subsequent full credentialing following years of working as an educator and after having demonstrated success and teaching efficacy according to Praxis subject evaluation, (2) Working with the state legislator and governor for appreciably increasing funds for Call Me Mister, Teaching Fellows, and similar evidence-based initiatives, (3) Development of a strong message effectively outlining requirements, (4) Development of several certification...
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