Bill Overview
Title: Interstate Teaching Mobility Act
Description: This bill authorizes the Department of Education to establish a voluntary interstate teaching application program for participating states. Under the program, a teacher in a participating state may obtain licensure or certification and apply for an open teaching position in another participating state without completing additional requirements.
Sponsors: Rep. Carson, Andre [D-IN-7]
Target Audience
Population: Teachers globally seeking interstate mobility for teaching positions
Estimated Size: 500000
- There are approximately 70 million teachers worldwide, though participation in such a program would be more limited to those interested in moving between states in countries where this applies.
- Countries may implement similar programs globally, but each country's participation dictates the number of teachers impacted.
Reasoning
- The American target estimate for this policy is 500,000 teachers who may benefit from increased job mobility. However, the degree of impact can vary depending on individual circumstances such as willingness to move, opportunities in other states, and personal situations.
- The budget limits require efficient allocation, potentially focusing on states with high teacher turnover or shortages to maximize the policy's effectiveness.
- Given the large number of teachers in the US (3.7 million), a subset of approximately 500,000 (around 13.5%) actively seeking interstate mobility seems reasonable, considering many educators prioritize family stability and community ties.
- We expect varying levels of impact among different subgroups within the population, including newly certified teachers eager to find employment, seasoned educators seeking new opportunities, and those unaffected who are content with their current positions.
Simulated Interviews
Elementary School Teacher (Florida)
Age: 27 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 5.0 years
Commonness: 4/20
Statement of Opinion:
- I just finished my teaching degree and I'm struggling to find openings in Florida.
- This policy would open up more opportunities in states with teacher shortages.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 9 | 6 |
| Year 10 | 9 | 6 |
| Year 20 | 8 | 6 |
High School Teacher (Texas)
Age: 45 | Gender: male
Wellbeing Before Policy: 9
Duration of Impact: 0.0 years
Commonness: 14/20
Statement of Opinion:
- I'm happy where I am and not interested in moving, so this policy doesn't affect me personally.
- It could be beneficial for younger teachers or those looking to relocate.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Middle School Teacher (New York)
Age: 34 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 6/20
Statement of Opinion:
- I'd love to explore teaching opportunities on the West Coast, but my family is here in New York.
- This policy could help once I'm ready to move.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 8 | 7 |
Special Education Teacher (California)
Age: 29 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 1.0 years
Commonness: 10/20
Statement of Opinion:
- I appreciate the idea as it might come in handy if my family situation changes.
- For now, I'm settled in California and focused on my students here.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
Science Teacher (Ohio)
Age: 58 | Gender: male
Wellbeing Before Policy: 9
Duration of Impact: 0.0 years
Commonness: 12/20
Statement of Opinion:
- I'm nearing retirement and wouldn't consider moving to another state.
- Younger teachers might be interested, but it's not practical for me.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 9 | 9 |
Math Teacher (Washington)
Age: 31 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 4.0 years
Commonness: 5/20
Statement of Opinion:
- I would consider moving for the right opportunity if it benefits my career.
- The policy simplifies the process and that's appealing.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 7 |
| Year 5 | 9 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
Newly Certified Teacher (Illinois)
Age: 26 | Gender: other
Wellbeing Before Policy: 5
Duration of Impact: 5.0 years
Commonness: 3/20
Statement of Opinion:
- As a new teacher with limited options, this policy makes it easier to widen my job search.
- It significantly enhances my chances of finding a position where needed.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 5 |
| Year 2 | 8 | 5 |
| Year 3 | 9 | 5 |
| Year 5 | 9 | 5 |
| Year 10 | 8 | 5 |
| Year 20 | 7 | 5 |
History Teacher (Arizona)
Age: 39 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 3.0 years
Commonness: 7/20
Statement of Opinion:
- A move with better pay would be ideal, and this policy simplifies that decision if family aligns.
- It's an option I'll weigh against family needs.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 8 | 6 |
| Year 3 | 8 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 7 | 6 |
Homeschool Coordinator (Georgia)
Age: 33 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 2.0 years
Commonness: 8/20
Statement of Opinion:
- While I'm not in a conventional teaching role, the idea of teaching in another state in the future intrigues me.
- It's good to know this pathway will be available should I transition back to public education.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 6 |
Music Teacher (Kentucky)
Age: 42 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 0.0 years
Commonness: 11/20
Statement of Opinion:
- This policy might not change much for me since my ties to the local community run deep.
- However, for others, it might presents great opportunities.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 8 | 8 |
| Year 20 | 8 | 8 |
Cost Estimates
Year 1: $10000000 (Low: $8000000, High: $12000000)
Year 2: $8000000 (Low: $6000000, High: $10000000)
Year 3: $8000000 (Low: $6000000, High: $10000000)
Year 5: $10000000 (Low: $8000000, High: $12000000)
Year 10: $12000000 (Low: $10000000, High: $14000000)
Year 100: $50000000 (Low: $40000000, High: $70000000)
Key Considerations
- Initial program setup and administrative costs versus long-term savings and benefits through more efficient teacher allocation.
- The potential need for states to harmonize certain certification standards to fully realize mobility potential.
- State participation is voluntary, meaning uneven uptake may limit the program's overall effectiveness.