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Leveraging State Data to Better Understand Current and Future Teacher Supply. CALDER Research Brief No. 40-1025

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Title: Leveraging State Data to Better Understand Current and Future Teacher Supply. CALDER Research Brief No. 40-1025
Language: English
Authors: Claire Abbott, Michael DeArmond, Dan Goldhaber, Hannah Putman, 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: 20
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C240007
Document Type: Reports - Evaluative
Education Level: Secondary Education
Postsecondary Education
Descriptors: Teacher Supply and Demand, Data Use, Longitudinal Studies, Data Collection, State Agencies, State Boards of Education, Secondary Education, Postsecondary Education, Barriers, Teacher Education Programs, Teacher Certification, Educational Legislation, Information Technology
Abstract: This report examines how states can use their Statewide Longitudinal Data Systems (SLDS) to better understand their teacher supply problems and assess initiatives designed to address them. It emphasizes two key actions: connecting existing data and collecting new data on the prospective workforce. Using research and real-world examples from four states, the report shows what states can learn by building data systems that follow prospective teachers across key transition points: from high school into postsecondary education, through teacher preparation and clinical practice, into program completion and licensure, and finally to employment as classroom teachers. However, building these linkages presents significant challenges beyond technical hurdles. State agencies and boards may resist efforts to connect data to protect their domains, constituencies, and authority because they view new data collections as misaligned with their interests or burdensome, or because they lack the capacity to manage additional data requirements. To overcome these barriers, states need more than technical expertise. They need laws or regulations that give state agencies both the authority and the incentive to collect and use supply data.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2025
Accession Number: ED677259
Database: ERIC
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  Data: Leveraging State Data to Better Understand Current and Future Teacher Supply. CALDER Research Brief No. 40-1025
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  Data: <searchLink fieldCode="AR" term="%22Claire+Abbott%22">Claire Abbott</searchLink><br /><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="%22Hannah+Putman%22">Hannah Putman</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: <searchLink fieldCode="DE" term="%22Teacher+Supply+and+Demand%22">Teacher Supply and Demand</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Use%22">Data Use</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink><br /><searchLink fieldCode="DE" term="%22State+Agencies%22">State Agencies</searchLink><br /><searchLink fieldCode="DE" term="%22State+Boards+of+Education%22">State Boards of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Technology%22">Information Technology</searchLink>
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  Label: Abstract
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  Data: This report examines how states can use their Statewide Longitudinal Data Systems (SLDS) to better understand their teacher supply problems and assess initiatives designed to address them. It emphasizes two key actions: connecting existing data and collecting new data on the prospective workforce. Using research and real-world examples from four states, the report shows what states can learn by building data systems that follow prospective teachers across key transition points: from high school into postsecondary education, through teacher preparation and clinical practice, into program completion and licensure, and finally to employment as classroom teachers. However, building these linkages presents significant challenges beyond technical hurdles. State agencies and boards may resist efforts to connect data to protect their domains, constituencies, and authority because they view new data collections as misaligned with their interests or burdensome, or because they lack the capacity to manage additional data requirements. To overcome these barriers, states need more than technical expertise. They need laws or regulations that give state agencies both the authority and the incentive to collect and use supply data.
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  Data: ED677259
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      – Text: English
    PhysicalDescription:
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        PageCount: 20
    Subjects:
      – SubjectFull: Teacher Supply and Demand
        Type: general
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Data Collection
        Type: general
      – SubjectFull: State Agencies
        Type: general
      – SubjectFull: State Boards of Education
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      – SubjectFull: Secondary Education
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: Barriers
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Certification
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      – SubjectFull: Educational Legislation
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      – SubjectFull: Information Technology
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