通过"本土培养"("Grow Your Own")实现教师本地化招聘:高中"马里兰州教师学院"项目的影响

中文摘要

通过"本土培养"("grow your own", GYO)项目招聘教师是一种流行但鲜有评估的策略,旨在应对本地师资短缺,并确保新入职教师与本社区人群相似、理解社区并与社区保持紧密联系。我们利用马里兰州教师学院(TAM)职业技术教育(CTE)项目在公立高中之间的交错(分批)推广,为其中一个此类GYO项目的影响提供了新的证据。受该项目影响的学生在十年后成为教师的概率提高了0.6个百分点(pp),即45%。效应集中于白人女生(1.4个百分点/39%)和黑人女生(0.7个百分点/82%),不过男生也从中受益(0.2个百分点/59%)。虽然因该项目而成为教师的白人女生往往在其学生时代就读的同一学区任教(0.9个百分点/43%)——这是GYO及本地化教师招聘项目的一个关键目标——这种情况在黑人女生中则较少见。相反,因该项目而成为教师的黑人女生选择了黑人教师多于其家乡学区的学区任教(0.4个百分点/143%),并选择了起薪更高的学区(0.5个百分点/239%)。获得该项目也提高了工资(平均5%/黑人女生18%),这挑战了此类项目会导致学生放弃更高收入职业的说法。

Abstract

ABSTRACT Recruiting teachers via “grow‐your‐own” (GYO) programs is a popular, yet rarely evaluated, strategy for addressing local workforce shortages and ensuring that incoming teachers resemble, understand, and have strong connections to their communities. We provide novel evidence on the impacts of one such GYO program by exploiting the staggered rollout of the Teacher Academy of Maryland (TAM) Career and Technical Education (CTE) program across public high schools. Exposed students were more likely to become teachers a decade later by 0.6 percentage points (pp), or 45%. Effects were concentrated among White girls (1.4pp/39%) and Black girls (0.7pp/82%), though boys benefitted too (0.2pp/59%). Although White girls induced by the program to become teachers often did so in the same district they attended as students (0.9pp/43%)—a key goal of GYO and localized teacher recruitment programs—this was less common for Black girls. Rather, Black girls induced by the program to become teachers did so in districts with more Black teachers than their home district (0.4pp/143%) and in districts with higher starting salaries (0.5pp/239%). Access to the program also increased wages (5% on average/18% for Black girls), challenging the narrative that such programs cause students to forego more lucrative professions.