Appreciated the opportunity w/ @BrookingsEd to frame my work w/ @MatthewAKraft on the landscape of GYO programs for a policy & general audience. A few key takeaways about this increasingly popular solution to teacher workforce challenges:.

RT @EFPJournal: On this #TakeawayTuesday, we highlight "Another One Rides the Bus: The Impact of School Bus Transportation on School Choice….

Want to know more? Check out our @BrookingsInst blog post too!.

Future research: We need to know what types of GYO programs are effective at improving the many outcomes associated w/ them. I contributed to a research agenda that outlines possible research questions & data needed to evaluate GYOs.

We propose a classification scheme that suggests that we should refer to GYO programs by their target population &/or programming. E.g. a GYO HS teaching scholarship, a GYO teacher residency, a GYO para cert program.

We conclude that GYO programs are macro category describing a diverse class of teacher pipeline programs rather than a specific recruitment strategy. We need more precise language to describe them to ensure we are talking about the same thing!.

While GYO programs have the potential to increase tchr diversity, reduce shortages, & improve tchr quality & retention, few GYO initiatives have program features aligned w/ these goals

However, few high school GYO initiatives directly lead to or provide support towards certification. Over 90% of GYOs targets adults require participants to become certified w/ 70% offering financial assistance towards cert

The most common type of GYO program encourages high school students to become teachers through coursework, extracurricular activities or teaching scholarships

Other than that they don’t have much else in common. They vary widely in their other purposes, who they target for participation, & programming. We found 49 unique combinations of participant types & program features across 65 GYO programs!.

We find that most GYO programs aim to expand teacher supply by recruiting individuals from the local community to become teachers. But….

Grow Your Own: An Umbrella Term for Very Different Localized Teacher Pipeline Programs is out in @ERjournal_AERA !. @MatthewAKraft & I explore how the term GYO is used, describe GYO program variation, & examine alignment btwn GYO purposes & programming 🧵.

To remedy this, we outline important research questions & the specific data we need to evaluate them. We hope GYO programs, district & prep program leaders, & funders use this research agenda to inform their data collection & evaluation efforts!.

GYO programs are difficult to study. They’re small size, their effects take years to observe plus we need for connected data across institutions & a good comparison group to study them.

Excited to share @NewAmerica Grow Your Own (GYO) Teacher Research Agenda I wrote w/ Amaya Garcia Brad Carl Conra Gist Jason Greenberg Motamedi Jenny Seelig & Roey Ahram! We know little about the effectiveness of GYO programs. We need more research! . .

View the peer-reviewed paper here:. 12/12.

Conclusion: choice is not good or bad. Choice is used by relatively disadv. Ss. There are positive fx of urban charters & interdist. choice on student achievement. Unregulated choice is just not a viable strategy for reducing segregation. 11/12.

Policy Implication: Public sch choice, by itself, is unlikely to reduce sch segregation. Choice policies found to desegregate limit the influence of adv. families and reduce barriers to access 10/12.

2) the reductions in between district seg. may be due to a pattern of trading up. Districts who gain & lose students through interdistrict choice may become more racially similar to disadvantaged districts that primarily lose students. 9/12.

This implies: 1) the reasons why disadv. families use choice may differ by type. Charter sch families may have choose more accessible schs w/ Ss of similar backgrounds whereas interdistrict choosers may want to attend highly resourced schs 8/12.

Reasons for these patterns: A higher pct of Ss who use choice are Black or econ. Dis. compared to resident Ss in the same dist. Charter sch Ss attend schs w/ more same race Ss while interdistrict users attend schs w/ more advantaged Ss 7/12.