4. Let evidence and data drive policy solutions. Officials must implement initiatives to strengthen school leaders in high-need districts and schools, as satisfaction with school leaders is key to retaining teachers in high-poverty schools. States should:

Ensure principal preparation programs prioritize the necessary skills to improve achievement in struggling schools and for historically underserved groups of students.
Offer competitive grants for high-need districts to create principal pipelines and offer incentives to recruit strong school leaders to high-need schools.
Invest specifically in developing and supporting leaders of color, given the research showing that principals of color are more likely to recruit and retain teachers of color.
Invest in evidence-based “Grow Your Own” and high-quality residency programs.
Pay teachers more to work in high-need districts, schools, and subjects.
Support high-need districts in hiring early. In one recent study of a large urban district, nearly 20% of teachers were hired after the school year began, which often makes it hard to recruit strong teachers who have accepted positions in other districts. Teachers who start late have much less time to plan and may struggle to create a positive classroom culture.

5. Commit to ongoing data transparency, monitoring, and accountability. Officials must continuously collect and publish data to monitor for improvement and hold district and school leaders accountable. Oregon, for example, publishes an "Educator Equity Report" every year that covers current research on recruitment and retention for educator diversity and teacher preparation initiatives that create racially affirming and culturally sustaining environments.

Instant Insights /

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