Understanding Teacher Hiring Practices in Rural, Urban, Suburban Schools in the United States

Abstract

The link between student success and teacher quality has been made clear by decades of research; therefore, it is imperative that principals hire the teachers most likely to impact student outcomes positively. Hiring high-quality teachers is especially important in urban and rural schools where students are more likely to face a variety of family and community-based barriers to learning. This study was designed to examine the actual hiring processes utilized in schools located in urban, rural, and suburban communities in the USA to determine the extent to which differences exist and whether those differences are likely to impact teacher quality. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that differences in application, hiring processes, and the criteria used for decision making exist and may result in unequal teacher quality.