How to Get the Teachers We Want

"Human capital" is quickly becoming the new site-based management. While few are sure what it means, everyone craves it, has a model to deliver it, and is quick to tout its restorative powers. It's trendy and impressive sounding, but too often settles for recycling familiar nostrums or half-baked ideas in the guise of new jargon.

Our schools are in a constant, unending race to recruit and then retain some 200,000 teachers annually. Given that U.S. colleges issue perhaps 1.4 million four-year diplomas a year, schools are seeking to bring nearly one of seven new graduates into the teaching profession. No wonder shortages are endemic and quality a persistent concern.

It does not have to be this hard. Our massive, three-decade national experiment in class-size reduction has exacerbated the challenge of finding enough effective teachers. There are other options. Researchers Martin West and Ludger Woessmann have pointed out that several nations that perform impressively on international assessments, including South Korea, Hong Kong, and Japan, boast average middle-school class sizes of more than 35 students per teacher.

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Frederick M. Hess is a resident scholar and the director of education policy at AEI.

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Wednesday, August 27, 2014 | 3:00 p.m. – 4:15 p.m.
Teacher quality 2.0: Toward a new era in education reform

Please join AEI for a conversation among several contributors to the new volume “Teacher Quality 2.0: Toward a New Era in Education Reform” (Harvard Education Press, 2014), edited by Frederick M. Hess and Michael Q. McShane. Panelists will discuss the intersection of teacher-quality policy and innovation, exploring roadblocks and possibilities.

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