Precollege Science and Mathematics Teachers Monitoring Supply, Demand, and Quality (1990) / Chapter Skim
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National data and research related to teacher supply and demand in science and mathematics are insufficient to substantiate statistical conclusions or to prescribe specific national policies. Concerns about shortages in these critical areas and about the quality of the available statistics led the National Science Foundation and the National Center for Education Statistics of the U.S.
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A conference of personnel directors of seven large school systems was held in May 1988 to discuss data available relating to the supply, demand, and qualifications of science and mathematics teachers. The panel also conducted a comprehensive review of state statistical data pertinent to teacher supply and demand models and the availability of such data to researchers.
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requires that the National Center for Education Statistics protect the privacy of individually identifiable information collected through surrey questionnaires. NCES has recently formed a Disclosure Review Board, consisting of senior NCES staff and outside experts, to establish procedures and then review data products in order to release the maximum amount of data while protecting the privacy of survey respondents.
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We recommend that provision be made in the budget for the National Center for Education Statistics to conduct the Survey of Schools and Staging on a regular cycle and that the budget include finds for fo11ow-up surveys of teachers who leave teaching and for in-house and Canal analysis of the survey data. Demand Data Estimates of the demand for hiring teachers depend on at least three components: student enrollment, pupil-teacher ratios, and teacher attrition rates.
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Other data recommendations are for annual information on state-mandated course requirements and periodic data on changes in science and mathematics course offerings and enrollments. Supply Data The major shortcomings of current supply-demand models and reports of teacher supply and demand occur on the supply side.
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Data following new college graduates over time, to determine the proportion that enter teaching by the number of years after graduation, reasons for leaving teaching, time spent out of teaching, and reentry into teaching. Retrospective data that track new hires from the reserve pool backward, to study their career histories prior to entering or reentering teaching.
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Priority Recommendation 5. We recommend adoption of certain general guidelines for any data collection efforts relevant to teacher supply, demand, or quality:
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The panel recommends that the National Science Foundation shmulate research on behavioral models of teacher supply and demand and increase the amount of support for such research. Research on Demand Policy makers frequently ask questions that could be answered by wellspecified models.
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Research on Supply Research on the behavioral factors that influence the supply of wellqualified science and mathematics teachers is essential to improve the understanding of teacher labor markets and to make it possible to develop dynamic models with serious behavioral content to address important policy needs. Of prime concern is the lack of detailed knowledge of how incentives affect the supply of precollege science and mathematics teachers.
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Such school districts can be identified from SASS data and studied in depth, as can the supply and demand situation in different geographic or labor market regions, e.g., inner city, rural, and high-income suburban. Research on Quality The pivotal role of quality in bringing teacher supply and demand into balance has proved elusive and beyond researchers' present ability to measure.
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We recommend that the Office of Educational Research and Improvement within the Depar~nent of Education create a program of doctoral grade ate student support (training g~antsJ in education statistics. INFORMATION EXCHANGE AMONG DISTRICTS, STATES, AND THE NCES The 16,000 school districts in this country operate relatively independently and balance teacher supply and demand within districts by their own
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hold periodic conferences of state personnel who prepare state and local supply and demand projections to facilitate improvement in these models; and (cJ hold occasional conferences to promote communicaiion between state personnel who produce data relevant to teacher supply, demand, and quality and .d~strict personnel who would find these data useful in their recruitment activities and in development of dzsmct policies concerning teachers. IMPLEMENTING THE RECOMMENDATIONS For immediate consideration, most of the high-priority data recommendations can be satisfied by additions to existing surveys, most notably SASS.
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Nonetheless, it should start immediately so that needed information and behavioral models of teacher supply and demand become available at the earliest possible date. When misconceived claims and questions about shortages are replaced with knowledge of how teacher labor markets actually function, policy makers will be able to design more sharply focused policies to ensure a strong science and mathematics teaching corps.
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