Seven Trends: The Transformation of the Teaching Force. Updated April 2014. CPRE Report. #RR-80
Ingersoll, Richard; Merrill, Lisa; Stuckey, Daniel
Consortium for Policy Research in Education
Has the elementary and secondary teaching force changed in recent years? If so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? To answer these questions, the authors embarked on an exploratory research project to try to discover what trends and changes have, or have not, occurred in the teaching force over the past few decades. To explore these questions, the authors used the largest and most comprehensive source of data on teachers available--the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS). The data was used to explore what changes have taken place in the teaching force and teaching occupation over the two and a half decades from 1987 to 2012. The seven most popular trends and changes show the teaching force to be: (1) larger; (2) grayer; (3) greener; (4) more female; (5) more diverse, by race-ethnicity; (6) consistent in academic ability; and (7) less stable. For each of the trends, two large questions arise: (1) Why? What are the reasons for and sources of the trend?; and (2) So what? What difference does it make? What are the implications and consequences of the trend? In the initial edition of this report, released in November 2012, the analyses went up to 2008--the most current data then available. With the recent release of the 2011-12 SASS data, almost all of the findings for this new edition of the report have been updated. This report draws from a preliminary article published in "Educational Leadership" in May 2010 (Ingersoll & Merrill 2010). Support for some of the preliminary work on this project done in 2009-10 came from a grant from the National Commission on Teaching and America's Future, funded by the Gates Foundation. [For the preliminary article, "Who's Teaching Our Children?" (2010), see EJ896444.]
Descriptors: Elementary Secondary Education, National Surveys, Teacher Characteristics, Diversity (Faculty), Gender Differences, Age Differences, Teacher Competencies, Trend Analysis, Labor Force, Aging (Individuals), Teaching Experience, Academic Ability, Teacher Persistence
Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Consortium for Policy Research in Education
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)
Grant or Contract Numbers: N/A
IES Cited: ED560730
As an education expert with a deep understanding of educational trends and research methodologies, I can confidently speak to the credibility and significance of the article "Seven Trends: The Transformation of the Teaching Force." Authored by Richard Ingersoll, Lisa Merrill, and Daniel Stuckey, this report, published by the Consortium for Policy Research in Education (CPRE), delves into the comprehensive analysis of the elementary and secondary teaching force in the United States.
The authors employ rigorous research methods, relying on the most extensive and authoritative source of data on teachers available—the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS). This choice of data sets enhances the reliability of their findings and allows for a thorough exploration of trends and changes in the teaching profession over a substantial period, spanning from 1987 to 2012.
Now, let's dissect the key concepts addressed in the article:
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Larger Teaching Force:
- The report indicates that the teaching force has grown over the examined period. Understanding the factors contributing to this expansion and its implications is crucial.
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Grayer Teaching Force:
- The article suggests an aging trend among teachers. Analyzing why the teaching force is getting older and the potential consequences of this trend is vital.
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Greener Teaching Force:
- The term "greener" implies a younger and less experienced teaching force. Investigating the reasons behind this shift and its impact on education is a key aspect of the report.
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More Female Teaching Force:
- The data reveals an increase in the proportion of female teachers. Understanding the factors influencing this gender shift and its consequences is essential.
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More Diverse, by Race-Ethnicity:
- The report highlights an increase in diversity within the teaching force. Examining the reasons for this change and its implications for education is a critical aspect.
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Consistent Academic Ability:
- Despite other changes, the academic ability of teachers remains consistent. Exploring the reasons behind this stability and its effects on education is a focal point.
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Less Stable Teaching Force:
- The report points out a decrease in the stability of the teaching force. Investigating the causes of this instability and its potential impact on education is a central theme.
The authors pose two overarching questions for each trend: "Why?" and "So what?" These questions prompt an exploration of the reasons behind each trend and the implications or consequences for the teaching profession and, ultimately, for the quality of education.
In conclusion, this report, backed by the extensive and reliable data from SASS and TFS, provides a comprehensive understanding of the transformative trends in the teaching force. Its insights contribute significantly to discussions on education policy, workforce dynamics, and the overall landscape of elementary and secondary education in the United States.
