High-poverty and remote rural schools have some of the worst turnover rates in the country, yet rural district leaders have the least amount of research available to improve it. They’re stuck making educated guesses about which policies and practices will help keep teachers in their specific contexts.
I hope that @NCTQ’s latest piece synthesizing findings about how to improve rural working conditions can be a valuable resource for them. (I also hope to see more research on retention that includes rural settings.)
x.com/NCTQ/status/21…
I hope that @NCTQ’s latest piece synthesizing findings about how to improve rural working conditions can be a valuable resource for them. (I also hope to see more research on retention that includes rural settings.)
x.com/NCTQ/status/21…
Conversations about strengthening the teacher workforce often center on large, urban districts. Rural schools deserve a place in that conversation, too: One in five U.S. public schools is rural, and these schools employ nearly 18% of public school teachers.View quoted post on X
Rural schools often struggle to attract and retain teachers, and much of the research on recruitment and retention excludes rural settings, which leaves rural school and district leaders with little evidence to effectively staff their classrooms. We examined the research that does exist about the working conditions that can help them recruit and keep teachers. bit.ly/4jcQ9ph
