Research
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CERRA is invested in conducting research to provide analysis of our state's recruitment and retention efforts.
Jennifer Garrett, CERRA's Coordinator of Research and Program Evaluation, conducts a number of surveys and studies to provide data on teacher supply and demand, the efficacy of CERRA's programs, and other areas related to our mission. Below you will find an archive of her work including links to download full reports and other important resources. If you have a question about any of the information found on this page, please contact Dr. Garrett using the e-mail button to the left. |
Rural Teacher Recruiting Incentive
(Rural Recruitment Initiative)
Beginning in FY16, pursuant to Proviso 1A.73, CERRA (in collaboration with the SC Department of Education and the SC Education Oversight Committee) was charged with the responsibility of developing a program of teacher recruitment and retention incentives available to eligible public school districts. The proviso has been renewed each year through the present with some substantive amendments. Below are legislative reports submitted over the last five years detailing district incentives, disbursements and expenditures, and effectiveness data.
Exploring the Uniformity of South Carolina Teacher Vacancies: Policy and Practice Implications for Addressing the Teacher Shortage in South Carolina
CERRA recently partnered with the South Carolina Teacher Education Advancement Consortium Through Higher Education Research (SC-TEACHER) to produce a report focusing on teacher vacancies in the state. SC-TEACHER used data from CERRA’s Supply and Demand Survey, as well as demographic information and student achievement results collected from the SC Department of Education. Overall, the report concluded that school districts in rural areas and those with higher rates of poverty tend to have more teacher vacancies. Additionally, districts with greater teacher vacancy rates tend to have lower student achievement scores. Below are links to the full report and a one-page
fact sheet.
CERRA recently partnered with the South Carolina Teacher Education Advancement Consortium Through Higher Education Research (SC-TEACHER) to produce a report focusing on teacher vacancies in the state. SC-TEACHER used data from CERRA’s Supply and Demand Survey, as well as demographic information and student achievement results collected from the SC Department of Education. Overall, the report concluded that school districts in rural areas and those with higher rates of poverty tend to have more teacher vacancies. Additionally, districts with greater teacher vacancy rates tend to have lower student achievement scores. Below are links to the full report and a one-page
fact sheet.
Gathering Information on Teacher Departures: SC School District Protocols
For a number of years the Center for Educator Recruitment, Retention, and Advancement (CERRA) has been working closely with districts to better understand the reasons behind teacher departures. In May 2019, CERRA began an effort to identify the various methods districts are using to gather information about these departures. This report summarizes these findings, and outlines plans to continue exploring this topic during the 2020-21 school year.
For a number of years the Center for Educator Recruitment, Retention, and Advancement (CERRA) has been working closely with districts to better understand the reasons behind teacher departures. In May 2019, CERRA began an effort to identify the various methods districts are using to gather information about these departures. This report summarizes these findings, and outlines plans to continue exploring this topic during the 2020-21 school year.
SC Annual Educator Supply and Demand Survey
Since 2001, the Center for Educator Recruitment, Retention, and Advancement (CERRA) has administered the SC Annual Educator Supply and Demand Survey to all public school districts in the state. Once the information is submitted in the fall of each school year, CERRA compiles a statewide report summarizing data on teacher and administrator positions, hires, vacancies, and departures. This report is made available on our website in January each year.
Since 2001, the Center for Educator Recruitment, Retention, and Advancement (CERRA) has administered the SC Annual Educator Supply and Demand Survey to all public school districts in the state. Once the information is submitted in the fall of each school year, CERRA compiles a statewide report summarizing data on teacher and administrator positions, hires, vacancies, and departures. This report is made available on our website in January each year.
Retaining South Carolina Teachers Through National Board Certification
In January 2018, CERRA released a two-page report comparing turnover rates of all SC teachers and those of only National Board Certified Teachers (NBCTs) in the state. The report concluded that turnover rates of SC NBCTs were significantly lower than those of all teachers in the state over a five-year period. In March/April 2020 CERRA analyzed the most recent data and found a similar trend. These studies show that National Board Certification is a proven strategy for keeping accomplished teachers in the classroom.
In January 2018, CERRA released a two-page report comparing turnover rates of all SC teachers and those of only National Board Certified Teachers (NBCTs) in the state. The report concluded that turnover rates of SC NBCTs were significantly lower than those of all teachers in the state over a five-year period. In March/April 2020 CERRA analyzed the most recent data and found a similar trend. These studies show that National Board Certification is a proven strategy for keeping accomplished teachers in the classroom.
A Redesign of the South Carolina Mentor Training
South Carolina school districts are required to provide every beginning teacher with a trained mentor to support him/her during induction. In order to become a mentor, one must complete the two-day South Carolina Mentor Training. CERRA, in partnership with the South Carolina Department of Education, recently completed a redesign of this training. This report address the reasons for the redesign, the process in which the redesign occurred, and the components that now make up the new training. The report offers an explanation of the extensive research, data collection, and solid evidence that led to the decision to redesign the mentor training, which now consists of nine modules containing detailed information about mentoring beginning teachers and activities that allow participants to apply new learning in preparation to serve as effective mentors.
South Carolina school districts are required to provide every beginning teacher with a trained mentor to support him/her during induction. In order to become a mentor, one must complete the two-day South Carolina Mentor Training. CERRA, in partnership with the South Carolina Department of Education, recently completed a redesign of this training. This report address the reasons for the redesign, the process in which the redesign occurred, and the components that now make up the new training. The report offers an explanation of the extensive research, data collection, and solid evidence that led to the decision to redesign the mentor training, which now consists of nine modules containing detailed information about mentoring beginning teachers and activities that allow participants to apply new learning in preparation to serve as effective mentors.
Special Education Mentoring Grant Report
The following report outlines the three-year Special Education Mentoring Grant awarded to the Center for Educator Recruitment, Retention, and Advancement (CERRA) from July 1, 2008 to June 30, 2011. The main purpose of this grant was to develop an advanced training for mentors who work with new special education teachers in South Carolina. The report provides a detailed overview of the grant including its five objectives, data connected to various grant-related activities, and results from the evaluation period which took place during the last year of the grant.
The following report outlines the three-year Special Education Mentoring Grant awarded to the Center for Educator Recruitment, Retention, and Advancement (CERRA) from July 1, 2008 to June 30, 2011. The main purpose of this grant was to develop an advanced training for mentors who work with new special education teachers in South Carolina. The report provides a detailed overview of the grant including its five objectives, data connected to various grant-related activities, and results from the evaluation period which took place during the last year of the grant.
Teaching Fellows Report
The purpose of this report is to highlight one of South Carolina’s most successful teacher recruitment and retention programs. The Teaching Fellows Program (sometimes referred to as “the Program”), managed by the Center for Educator Recruitment, Retention, and Advancement (CERRA), is a scholarship program available to students who wish to attend college to become a public school teacher in South Carolina. Included in this report are several components related to the Program. The first section contains a description of the Program, particularly focusing on the cohort model and the roles of Campus Directors. Discussed next is the Program’s success related to program completion, service in the classroom, and teacher retention. The following section of the report describes three key elements of the Program – professional development, diversity awareness, and technology in the classroom. Although the Program is committed to addressing more than three elements, these were chosen because they are the most talked about among Fellows.
The purpose of this report is to highlight one of South Carolina’s most successful teacher recruitment and retention programs. The Teaching Fellows Program (sometimes referred to as “the Program”), managed by the Center for Educator Recruitment, Retention, and Advancement (CERRA), is a scholarship program available to students who wish to attend college to become a public school teacher in South Carolina. Included in this report are several components related to the Program. The first section contains a description of the Program, particularly focusing on the cohort model and the roles of Campus Directors. Discussed next is the Program’s success related to program completion, service in the classroom, and teacher retention. The following section of the report describes three key elements of the Program – professional development, diversity awareness, and technology in the classroom. Although the Program is committed to addressing more than three elements, these were chosen because they are the most talked about among Fellows.
National Board Certified Teachers' Impact in South Carolina
In March 2008, CERRA surveyed more than 2,000 NBCTs who were teaching in South Carolina at the time. These survey results affirm what other research says about the impact of National Board Certification and provides facts and figures specific to NBCTs in the Palmetto State. The report was published in March 2010.
In March 2008, CERRA surveyed more than 2,000 NBCTs who were teaching in South Carolina at the time. These survey results affirm what other research says about the impact of National Board Certification and provides facts and figures specific to NBCTs in the Palmetto State. The report was published in March 2010.
South Carolina Teacher Turnover Data
Teacher turnover rates are obtained from the District Report Cards produced each year by the South Carolina Department of Education. Figures presented reflect the most recent data available.
Teacher turnover rates are obtained from the District Report Cards produced each year by the South Carolina Department of Education. Figures presented reflect the most recent data available.
South Carolina Teacher Salary Information
Average teacher salary information is obtained from the District Report Cards produced each year by the South Carolina Department of Education. Figures presented reflect the most recent data available.
Average teacher salary information is obtained from the District Report Cards produced each year by the South Carolina Department of Education. Figures presented reflect the most recent data available.
Race and Gender Statistics of South Carolina Teachers
Demographic data are obtained from the South Carolina Department of Education's Office of Research and Data Analysis. Figures presented reflect the most recent data available.
Demographic data are obtained from the South Carolina Department of Education's Office of Research and Data Analysis. Figures presented reflect the most recent data available.
