principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
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EducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesctiveAcknowledgementsA number of the world's top-performing school systems have made great teaching their 'north star.’ They have strategic and systematic approaches to attract, develop, retain, and ensure the efficacy of the most talented educators, and they make it a priority to attract and retain principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates top graduates to a career in teaching. The aim of this paper is to describe how these high-performing school systems have accomplished this, and to sprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
hare the results of original market research on what it would take to attract and retain top students to teaching in the United States.The authors wisEducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesllan, Drew Gftomer, Dan Goklhaber, Robert Gordon, Kati Haycock, Rick Hess, Eric Hanushek, Kevin Huffman, Peter Kannam, Dan Katzir, Ee-gyoong Kim, Joel Klein, Wendy Kopp, Matt Kramer, Jari Lavonen, Arthur Levine, Sing Kong Loe, Yi Qi, Andrew Rotherham, Pasi Sahiberg, Andreas Schleicher, Jon Schnur, K principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesate Walsh, Ellen Winn, Ludger Woessmann, Josh Wyner, and Lu Cheng Yang.The authors also wish to deeply thank our colleagues Michelle Rosenthal, Tamaraprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
Charm, Chris Crittenden and Jennifer Smith for their significant contributions to this report. The following colleagues also provided valuable input EducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesndod by McKinsey and Proof Points, a non-profit organization designed to support state-level education reform. This work is part of the fulfillment of McKinsey's social sector mission to help leaders and leading institutions to understand and address important and complex societal challenges. As wit principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesh all McKinsey research, results and conclusions are based on the unique outlook and experience base that McKinsey experts bring to bear.Closing the tprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
alent gap:Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspective40422Byron AugustePEducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesease the portion of top third new hires in high needs districts.Executive SummaryWhen McKinsey & Company analyzed ‘How the World's Best School Systems Stay on Top’ (2007). we found a few common themes. Remaps the most important was that “the quality of an education system cannot exceed the quality o principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesf its teachers." This simple statement conveys a profound truth -and masks considerable complexity. Research has shown that of all the controllable faprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
ctors m an education system, the most important by far is the effectiveness of the classroom teacher. The world's best-performing school systems make EducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesnted educators-and they make sure great teachers serve students of all socio-economic backgrounds.The U.S. does not take a strategic or systematic approach to nurturing teaching talent. Buffeted by a chaotic mix of labor market trends, university economics, and local school district and budget dynam principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesics, we have failed to attract, develop, reward or retain outstanding professional teaching talent on a consistent basis.Fortunately, improving “teachprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
er effectiveness’ to lift student achievement has become a major reform theme in American education. Many school districts and states, including some EducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesmeasure, evaluate, reward, coach, and replicate effectiveness in teaching. Yet most such efforts focus either on improving the effectiveness of teachers who are already in the ciassroom-that IS. people who have chosen teaching given the current nature of the profession—or on retaining the best perfo principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesrmers and dismissing the least effective. Little attention has been paid to altering the value proposition ofteaching to draw young people With strongprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
academic backgrounds to the career.McKinsey’s work with school systems in more than 50 countries suggests this is an important gap in the U.S. debateEducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesthis report will call “top thlrd+" students as one of their central education strategies, and they’ve achieved extraordinary results. These systems recruit 100% of their teacher corps from the top third of the academic cohort, and then screen for other important qualities as well. In the U.S., by co principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesntrast, 23% of new teachers come from the top third, and just 14% in high poverty schools, which find It especially difficult to attract and retain taprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
lented teachers. It is a remarkably large difference in approach, and in results.Paradoxically, U.S. research on whether teachers' academic backgroundEducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduateso our existing system win not by itself produce dramatic gains In student achievement. No single reform can serve as a “Sliver bullet." Nonetheless, the extraordinary success of top-performing systems suggests a ‘top third+" strategy deserves serious examination as part of a comprehensive human capi principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatestal strategy for the U.S. education system. Moreover, given that roughly half of the teacher corps will be eligible for retirement m the next decade,principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
the question “who Should teach?* m the U.S. seems especially timely. The research presented here suggests the need to pursue ‘bold, persistent experimEducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesteachers with such backgrounds, working in the right school system context, can help6bit Student achievement to the levels top-performing nations now enjoy.This report asks what lessons we might learn from nations that succeed in delivering world-class educational outcomes with top talent in teachin principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesg -Singapore, Finland, and South Korea-and what an American version of such a strategy might entail. We conducted market research among teachers and •principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
top-third" college students to understand what it would take to attract and retain such talent, how to do so cost-effectively, and what complementary EducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatese. Finland and South Korea do many things differently than does the U.S. to recruit and retain top-third+ students. These nations make admissions to rigorous teacher training programs highly selective; some also pay for these programs’ tuition and fees, and give students a salary or a living stipend principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates while they train. In addition, government closely monitors the demand for teachers and regulates supply to match it. so that teachers who complete thprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
is selective training are guaranteed jobs in the profession. They offer competitive compensation, so that the financial rewards from teaching suffice EducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesprofessional working environment, and bestow enormous social prestige on the profession. Officials in Singapore, Finland and South Korea view the caliber of young person they draw to teaching as a critical national priority.McKinsey's market research with 900 top-third college students and 525 curre principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesnt teachers with Similar backgrounds shows that it would take major new efforts for the U.S. to attract and retain more top third+ talent to teaching.principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
Most students see teachingas unattractive in terms of the quality of the people in the field, professional growth and compensation. Among the 91 percEducationClosing the talent gap: Attracting and retaining top-third graduates to careers in teachingAn international and market research-based perspec principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates appeal, but compensation is the biggest gap between teaching and their chosen professions. Our research suggests that improving compensation and other features of teaching careers could dramatically increase the portion of top-third new hires in high-needs schoolsand school districts, and retain th principal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduatesese teachers in much greater numbers with complementary changes, such as better school leaders and working conditions.We have explored cost-effectiveprincipal-project-file-49-closing-the-talent-gap-attracting-and-retaining-top-third-tier-graduates
ways to pursue such a strategy, although they are not necessarily inexpensive. We examined reform scenarios informed by our market research on how manGọi ngay
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