In the debate about urban school effectiveness and teacher quality, one proposition has emerged as indisputable: The success of urban schools depends heavily on the quality of the teachers who serve the schools and the administrators who support the teachers. Unfortunately, urban school district recruitment policies are often not aligned with research and practical knowledge about urban teacher effectiveness; thus, the best candidates are often ignored, neglected, or otherwise discouraged. To achieve challenging goals for student achievement, urban school districts must tailor their recruitment and retention efforts to address the characteristics and motivations of potential urban teachers.
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