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Leveraging Job Posting Data to Better Understand the Demand for Teachers. CALDER Research Brief No. 41-1025

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Title: Leveraging Job Posting Data to Better Understand the Demand for Teachers. CALDER Research Brief No. 41-1025
Language: English
Authors: Michael DeArmond, Dan Goldhaber, Kaori Strunk, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)
Source: National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2025.
Availability: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
Peer Reviewed: N
Page Count: 8
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C240007
Document Type: Reports - Evaluative
Descriptors: Data Use, Occupational Information, Teacher Supply and Demand, Data Collection, School Districts, Public School Teachers, Longitudinal Studies, Teacher Shortage, Educational Policy, Labor Market, Web Sites
Abstract: States often lack timely, specific information about where teachers are needed the most. This information gap is compounded by the way public schools typically pay teachers--based on experience and academic credentials rather than supply and demand conditions--which sends weak signals to potential teachers about which positions are most in-demand and hard to fill. This brief describes how school district job postings can help state leaders better understand where teachers are needed the most and provides the kinds of questions about teacher demand that state leaders need to answer to design targeted workforce policies. The authors argue that data from state longitudinal data systems (SLDS) often fall short of capturing real-time market demand and emerging shortage patterns and illustrate the potential of real-time job posting data to inform more responsive, evidence-based workforce policies and to send clearer signals to teachers about their prospects in the job market.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2025
Accession Number: ED677249
Database: ERIC
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  Data: Leveraging Job Posting Data to Better Understand the Demand for Teachers. CALDER Research Brief No. 41-1025
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  Data: <searchLink fieldCode="AR" term="%22Michael+DeArmond%22">Michael DeArmond</searchLink><br /><searchLink fieldCode="AR" term="%22Dan+Goldhaber%22">Dan Goldhaber</searchLink><br /><searchLink fieldCode="AR" term="%22Kaori+Strunk%22">Kaori Strunk</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Analysis+of+Longitudinal+Data+in+Education+Research+%28CALDER%29+at+American+Institutes+for+Research+%28AIR%29%22">National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research (AIR)</searchLink>
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  Data: National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org
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  Data: States often lack timely, specific information about where teachers are needed the most. This information gap is compounded by the way public schools typically pay teachers--based on experience and academic credentials rather than supply and demand conditions--which sends weak signals to potential teachers about which positions are most in-demand and hard to fill. This brief describes how school district job postings can help state leaders better understand where teachers are needed the most and provides the kinds of questions about teacher demand that state leaders need to answer to design targeted workforce policies. The authors argue that data from state longitudinal data systems (SLDS) often fall short of capturing real-time market demand and emerging shortage patterns and illustrate the potential of real-time job posting data to inform more responsive, evidence-based workforce policies and to send clearer signals to teachers about their prospects in the job market.
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      – Text: English
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        PageCount: 8
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      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Occupational Information
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      – SubjectFull: Teacher Supply and Demand
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Public School Teachers
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Teacher Shortage
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      – SubjectFull: Educational Policy
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      – SubjectFull: Labor Market
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      – SubjectFull: Web Sites
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