Recruitment of Science and Mathematics Teachers: Review of Literature and Analysis of Findings From Three Years Efforts of A Recruitment

Abstract

Across the US, many school districts are finding increasing difficulties to fill the ranks of their science and mathematics teaching staff with highly qualified teachers. To alleviate the problem, several national policies, such as the No Child Left Behind Act and the American Recovery and Reinvestment Act, have been enacted to improve the quality of education while reducing teacher shortages. Consequently, many agencies, such as the National Science Foundation, the U.S. Dept. of Education, and the U.S. Dept. of Energy, to name a few, have awarded large grants to universities and other organizations to implement math and science teacher recruitment programs and prepare them to deliver high quality instruction. These programs vary in terms of their target populations (high school students, undergraduates, graduates, or career changers), the type and frequency of the early teaching experience provided, the academic and financial support systems, and the public relations campaigns regarding the rewarding aspects of becoming a science or mathematics teacher. Given the urgency of the national math and science teacher shortage and the high cost of these programs, examining their impact is critical. In this paper, we present findings from three years efforts of a science and mathematics teachers recruitment program to start mapping the landscape of teacher recruitment. Our discussion and implications suggest that… program’s focus was on recruiting students at all career levels (direct from high school, transfer from community college, change of major, and career changers).