Making a Match: How Successful High-Poverty Schools Hire TeachersNicole S. SimonauthorSusan Moore JohnsonauthorStefanie K. Reinhornauthorteacher qualityhiringimplementationprincipalsschool improvementhigh poverty schoolsK-12 EducationEducator labor marketsEducator preparation, professional development, performance and evaluationInequalityProgram and policy effects2019Annenberg Institute for School Reform at Brown UniversityEffective teacher hiring is fundamental to improving schools and yet few studies investigate this process. In this exploratory study of six successful, high-poverty schools (three charter, three district) in one Massachusetts city, we analyze the policy contexts that influenced hiring and examine the schools’ hiring practices. Through interviews with 142 teachers and administrators, we learned that, despite significant differences, these schools’ approaches were strikingly similar. Each used a two-way, information-rich hiring process that provided schools and candidates with opportunities to exchange information and assess one another before making an offer or signing a contract. Participants viewed their investment in hiring as an essential part of their school’s success. Based on our findings, we provide recommendations for policymakers, practitioners, and researchers.engtextgrey literatureedworkingpapers.com10.26300/n86d-6t69In Copyright