Category: Data and Research

A Profile of CTE Teachers in the 21st Century: The Annenberg Institute at Brown University recently published a report that examines nationally representative data from 2004 to 2018 on the CTE teacher workforce. Researchers discovered that CTE teachers are increasingly more prepared and qualified to teach in the field, with aspiring professionals being 16 percentage points more likely to be qualified specifically for CTE – defined as holding a state certification in a CTE subject or having their first or second major be in a CTE field.

The following list presents more findings and insights from the observed period of 2004 to 2018. For more recent data on the CTE teacher workforce, see ACTE’s analysis here:

• Average CTE teacher salaries and CTE teacher demographics remained stable over time.
• There was a higher concentration of CTE teachers in rural schools than in urban settings.
• CTE teachers had slightly higher year-over-year retention rates in comparison to non-CTE teachers (87.3% vs. 86.3%).
• By 2018, CTE teachers became significantly more likely (+10%) to teach in majority-minority schools than their non-CTE counterparts.

The report closes by recommending that policymakers and school leaders continue to strive towards increased diversity by targeting induction programs and mentorship initiatives for novice CTE teachers from underrepresented backgrounds.

Conditions That Teachers of Color Perceive as Contributing to a Sense of Belonging at School: The RAND Corporation recently published a report that examines the conditions that teachers of color describe as contributing to a sense of belonging in schools. Researchers focused on school climate, demographics, relationships with colleagues and school efforts to educate about race and culture. The analysis found that a majority of teachers of color (almost 60%) surveyed described school celebration and recognition of race and culture as a key action by administrators to cultivate a sense of belonging.

More insights and findings from the report below:

• About one-third of survey respondents noted that factors such as demographic composition, teacher camaraderie and a general sense of inclusivity contributed toward an increased sense of belonging.
• Seeing their identify represented in the workplace, especially in school administration, was reported by respondents as a crucial factor for contributing to a sense of belonging, especially for instructors who identified as Black/African American.
• 89% of all teachers described positive relationships with colleagues as contributing to a sense of belonging. Opportunities for social gatherings, teacher recognition and collaboration were reported as crucial actions.

Researchers also recommend that school administrators establish teacher diversity support groups since previous data indicates that thoughtfully implemented networks or equity teams can lead to increased diversity.

How Do Teachers Spend Professional Learning Time?: In another report recently published by the RAND Corporation, researchers analyzed data from the American Instructional Resources Survey given to K-12 teachers across multiple subjects to describe their usage of professional learning (PL) time. Researchers discovered that the most frequent PL was collaborative learning, with a majority of instructors considering this the most beneficial use of their time.

The following list describes more findings and insights from the analysis:

• Less than 15% of teachers indicated having access to expertise on subject-area materials or content through their PL.
• Teachers who frequently participated in PL reported higher levels of standard-aligned classroom practices than their counterparts who did not.
• About 75% of teachers who serve a high concentration of economically disadvantaged students reported being frequent participants in collaborative learning.

Building Effective Teaching Apprenticeship Models: The Pathways Alliance Coalition recently published a resource that aims to provide evidence and examples from across the nation on building and supporting effective teacher apprenticeship models. For instance, at Ball State University in Indiana, students can earn multiple education-related certifications and gain hands-on experience through a five-year course of study based on the Grow Your Own model. Students can enroll in this program as early as junior year through dual-enrollment coursework. And at Brazosport Independent School District in Texas, an apprenticeship program offers aspiring teachers the opportunity to earn a salary while working towards their bachelor’s degree at Brazosport College. Apprentices work under the guidance of a certified teacher while completing requirements to be an accredited teacher with INSPIRE TEXAS.