OPINION: Funding high-quality teacher preparation programs should be the highest priority for policymakers – The Hechinger Report

Report on Teacher Development as a Catalyst for Sustainable Development Goals

Executive Summary

Amid shifts in federal education policy that return greater control to state and local authorities, a strategic opportunity emerges to align educational spending with the United Nations Sustainable Development Goals (SDGs). This report analyzes the critical importance of investing in the recruitment, preparation, and retention of high-quality teachers as the primary lever for achieving SDG 4 (Quality Education). Furthermore, it demonstrates how such investments directly support SDG 10 (Reduced Inequalities) and SDG 8 (Decent Work and Economic Growth) by creating equitable pathways into the teaching profession.

The Primacy of Teacher Quality in Achieving SDG 4: Quality Education

Research consistently identifies teacher effectiveness as the most significant in-school variable affecting student learning and achievement. The fulfillment of SDG 4, which aims to ensure inclusive and equitable quality education for all, is therefore contingent upon a robust and well-prepared teaching workforce. Key considerations include:

• Rigorous Preparation: High-quality teacher preparation programs are directly correlated with stronger classroom instruction and improved K-12 student outcomes.
• Teacher Retention: A stable, experienced, and resilient teaching corps is fundamental to creating an equitable and effective education system.
• Public Service Investment: Viewing teacher preparation as an essential public service, analogous to the training of firefighters or police officers, is a necessary policy shift to guarantee educational quality and consistency. Public funding for teacher training is a nonnegotiable prerequisite for achieving SDG 4.

Addressing Systemic Barriers to Promote SDGs 8 and 10

Current systems for teacher preparation often present significant financial and systemic barriers, undermining progress toward SDG 10 (Reduced Inequalities) and SDG 8 (Decent Work and Economic Growth). The national teacher shortage, particularly in STEM, special education, and in rural and urban schools, is exacerbated by these obstacles.

Challenges to Sustainable Development

• Financial Barriers: The high cost of education and credentialing disproportionately affects teaching candidates from financially vulnerable, first-generation, and underrepresented communities, perpetuating systemic inequalities.
• Workforce Inequity: Existing workforce systems were not designed to support the diverse needs of today’s teaching candidates, many of whom have caregiving responsibilities or require part-time study options.
• Lack of Decent Work Pathways: Insufficient financial support and career development pathways deter potential candidates, hindering the establishment of teaching as a secure and accessible profession in line with SDG 8.

State-Level Strategies as Models for SDG Implementation

Several states have implemented innovative policies that serve as effective models for aligning teacher development with the SDGs. These strategies demonstrate a commitment to building a diverse and qualified teacher pipeline.

1. California: The state has committed hundreds of millions of dollars to grow the teacher pipeline through targeted residency programs. This investment directly supports the recruitment of educators from historically underrepresented communities, advancing SDG 10.
2. Pennsylvania: The state has created multiple pathways into the profession, including expedited credentialing, high school apprenticeships, and stipends for student teachers. These initiatives have successfully increased the number of Black candidates, which research shows improves educational outcomes for Black students, directly addressing targets within SDG 10.
3. Multi-State Initiatives: At least six other states provide financial support such as stipends, tuition assistance, and fee waivers. Models like the one-year teacher residency program and the Teaching Academy provide structured, financially supported routes into the profession, offering participants scholarships, coaching, and retention bonuses.

Long-Term Impacts and Policy Recommendations

Investing in accessible and high-quality teacher preparation pathways yields significant, compounding benefits that advance multiple Sustainable Development Goals.

Projected Outcomes

• Economic Empowerment (SDG 8): Providing financial support opens pathways to stable, long-term careers in education. As teachers advance to become mentors and administrators, their earnings compound, contributing to local and national economic growth.
• Enhanced Student Achievement (SDG 4): Rigorous teacher education programs supported by state policy lead to measurable improvements in student achievement and educational equity.
• Reduced Inequality (SDG 10): By intentionally recruiting from underserved communities, these programs build a more diverse teaching workforce, which is proven to improve outcomes for students from marginalized backgrounds.

It is recommended that state lawmakers nationwide seize the current opportunity to redirect educational funds toward what matters most for student achievement: teachers. Prioritizing investment in teacher preparation pathways is a strategic imperative for achieving the Sustainable Development Goals and building a more equitable and prosperous future.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  This is the primary SDG addressed. The entire article revolves around improving the quality of K-12 education by focusing on the most critical in-school factor: teachers. It discusses the necessity of recruiting, preparing, and retaining “well-prepared teachers” to ensure students thrive and achieve better outcomes. The text explicitly states that “rigorous teacher preparation translates into stronger instruction, higher K-12 student achievement.”

• SDG 10: Reduced Inequalities

  The article connects teacher quality and diversity to equitable outcomes for students. It highlights the need to support teaching candidates from “historically underrepresented communities” and those who are “financially vulnerable, part-time or first-generation.” It provides a specific example of how increasing teacher diversity reduces inequality, citing research that Black students with Black teachers are less likely to drop out and more likely to pursue college.

• SDG 8: Decent Work and Economic Growth

  The article discusses creating sustainable career pathways in education. It frames teaching as a vital public service profession that requires public investment, similar to firefighters and police officers. By advocating for funding teacher preparation, stipends, apprenticeships, and retention bonuses, the article addresses the creation of decent work opportunities. It mentions programs that give “aspiring educators a head start to becoming great teachers” and build “long-term careers in education.”

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 4.c: By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.

   The article directly addresses this target by focusing on the “teacher shortage” and the need to “attract additional teachers and prepare them to be truly excellent.” It highlights state-level initiatives like California’s investment in “growing the teacher pipeline” and Pennsylvania’s creation of “more pathways into the education field” as solutions to increase the supply of well-prepared educators.

2. Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.

   This target is relevant through the article’s emphasis on equity. It points out that current systems were not designed for “financially vulnerable, part-time or first-generation” students or those with caregiving responsibilities. The solutions proposed, such as recruiting from “historically underrepresented communities” and bringing “more Black candidates into the teaching profession,” are direct efforts to ensure equal access to the teaching profession for vulnerable and marginalized groups, which in turn impacts student equity.

3. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, colour, ethnicity, origin, religion or economic or other status.

   The article supports this target by advocating for systemic changes to include more diverse individuals in the teaching workforce. It mentions that future educators will likely come from groups that “have faced systemic barriers in accumulating the generational wealth needed to pursue degrees.” Programs offering financial support, stipends, and tuition assistance are presented as mechanisms to empower and promote the economic inclusion of these individuals in the teaching profession.

4. Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.

   Although the 2020 deadline has passed, the spirit of the target is addressed. The article describes programs aimed at creating clear pathways from school to career for aspiring teachers. For example, it mentions Pennsylvania’s bill allowing “students who complete high school courses on education and teaching to be eligible for career and technical education credits” and the “Teaching Academy” model that “attracts, cultivates and supports high school students on the path to becoming educators.” These initiatives directly work to reduce the number of young people who are not in education, employment, or training by guiding them into the teaching profession.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• For Target 4.c (Increase supply of qualified teachers):
  • Financial Investment: The article mentions specific financial commitments that can be tracked, such as California having “committed hundreds of millions to growing the teacher pipeline” and Pennsylvania “investing millions of dollars in stipends for student teachers.” The amount of public funding allocated to teacher preparation is a direct indicator.
  • Number of New Pathways: The creation of “expedited credentialing and apprenticeships for high school students” and “one-year teacher residency programs” are measurable program indicators. Progress can be measured by the number of states adopting such programs and the number of candidates they enroll.
  • Reduction in Shortages: The article identifies a “teacher shortage — particularly in STEM fields, special education and rural and urban schools.” A reduction in the number of vacancies in these specific areas would be a key performance indicator.
• For Target 4.5 and 10.2 (Equity and Inclusion):
  • Teacher Diversity Statistics: The success of bringing “more Black candidates into the teaching profession” is a measurable indicator. Progress can be tracked by the percentage increase of teachers from “historically underrepresented communities.”
  • Student Outcome Data: The article implies indicators by citing research: “Black boys from low-income families who have a Black teacher… are 18 percent more interested in pursuing college and 29 percent less likely to drop out of high school.” Tracking college interest and high school dropout rates for specific student demographics can measure the impact of a more diverse teaching workforce.
  • Financial Support for Vulnerable Candidates: The number of states providing “stipends, tuition assistance and fee waivers for credentialing” and the number of students from vulnerable groups receiving this aid are quantifiable indicators of progress toward equitable access.

4. SDGs, Targets, and Indicators Table

Source: hechingerreport.org