West Virginia's Performance
Ungraded
Why does this matter?
As the cost of college and the overall cost of living continues to rise, financial incentives like scholarships, loan forgiveness, and strategic pay for working in hard-to-staff schools can help attract a wider range of candidates to the teaching profession, particularly those from underrepresented groups. Since people of color often take on greater levels of student debt,1 financial incentives can make teaching a more viable career path.
Why does West Virginia stand out?
West Virginia’s strategy to increase the teacher workforce includes targeted scholarships, loan forgiveness/tuition reimbursement. The state also provides differentiated pay for hard-to-staff schools.
The state’s Underwood-Smith Teaching Scholar program targets recent high school graduates from low-income backgrounds, ethnic or racial minority students, students with disabilities, and women or minority students interested in pursuing teaching careers in mathematics and science, where they are under-represented. Recipients receive up to $10,000 per year for up to four years. Underwood-Smith Teaching Scholars commit to teaching in critical-need subject areas (math, science, elementary, or special education) for five years after graduation.
What are the key actions West Virginia should take?
Key Resources
State of the States 2023: Teacher Diversity
Explore NCTQ’s comprehensive scan of state teacher diversity policies.
Increasing teacher diversity: Four ways districts can take action
Learn more about how districts can create the conditions for a more diverse workforce.
References
- Carver-Thomas, D. (2018b). Diversifying the teaching profession through high-retention pathways. Learning Policy Institute.
- Wisconsin Statutes 39.40; Wisconsin Minority Teacher Loan Program Information. (n.d.). Higher Education Aids Board, State of Wisconsin.https://heab.state.wi.us/files/programs/mtl-flyer.pdf
- Carver-Thomas, D. (2018b). Diversifying the teaching profession through high-retention pathways. Learning Policy Institute.
- Fiddiman, B., Campbell, C., & Partelow, L. (2019). Student debt: An overlooked barrier to increasing teacher diversity. Center for American Progress
- Rothstein, J., & Rouse, C. E. (2011). Constrained after college: Student loans and early-career occupational choices. Journal of Public Economics, 95(1-2), 149-163.
- Baum, S., & O’Malley, M. (2003). College on credit: How borrowers perceive their education debt. Journal of Student Financial Aid, 33(3): 7-19.
- Achinstein, B., Ogawa, R. T., Sexton, D., & Freitas, C. (2010). Retaining teachers of color: A pressing problem and a potential strategy for “hard-to-staff” schools. Review of Educational Research, 80(1), 71–107. https://doi.org/10.3102/0034654309355994