Recruiting & Hiring

As the Institute explored in our most recent report, Human Capital Management may hold the key to realistic education reforms that can have both short- and long-term impacts on the teacher experience and student outcomes.

Today’s school and district leaders are managing school districts in which the needs of an increasingly diverse student population are constantly evolving—and the supply of educators is dwindling. Put simply, these leaders need to serve more student needs with fewer of the key talent resources that make high-quality education possible.

The Frontline Research & Learning Institute was founded with one goal: to provide data-driven research, resources and observations to support and advance the educational community. With data from over 7,500 K-12 organizations and millions of users, we want to put these insights directly at our clients’ fingertips — and make them actionable.

Following on the heels of the first report, the second report, Repairing the Leak, pointed out an additional bias: hiring for “cultural fit” — an often-ill-defined concept that could be masking unconscious bias in teacher hiring.

The Institute surveyed hundreds of hiring managers across the country, from school districts of all sizes and in all settings, to explore their perceptions of the teacher pipeline and the strategies they use to hire new educators. Our discoveries are published in the new report, Repairing the Leak: How “Cultural Fit” Rusts the Teacher Pipeline.

Despite the number of recent articles being posted in newsfeeds with increasing regularity, the ongoing teacher shortage crisis isn’t breaking news. But according to A Leak in the Pipeline: How Hiring Bias Might Be Compounding the Teacher Shortage, we may be missing a key contributor to the shortages plaguing many districts across the country.