Few school districts willing to address the shortage of math and science teachers with incentives

From the article “Gains in Teacher Quality” by Dan Goldhaber and Joe Walch, published in Education Next:

Finally, we see little change across years in the relative propensity of STEM and non-STEM majors to become teachers. There has been a gradual increase over the past decade in the percentage of districts offering pay incentives for shortage areas (see Figure 4), but recent evidence (see work by Katharine Strunk with Jason Grissom, Tammy Kolbe, and Dara Zeehandelaar) shows that few districts are truly strategic in matching incentives to staffing needs, and as a consequence, school systems continue to struggle to fill teaching slots in math and science. It appears that education policies related to both compensation and working conditions must evolve further if school systems are to address the challenge of staffing math and science classrooms with teachers of strong academic caliber.

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