Soulmate Gem
Soulmate Gem
Photo: Timur Weber
Shortages have been driven by a shrinking teacher education pipeline, high rates of turnover, and increased demand as districts replaced positions cut during the Great Recession and expanded staffing using federal COVID-19 relief funding to address increased vacancies and to support learning needs.
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Read More »News stories about national teacher shortages have been grabbing high-profile headlines in recent weeks. Many signals point to a teacher workforce in crisis, leading observers to conclude teachers have grown tired of nonstop learning recovery and being caught in the crossfire of national culture wars. But are these reports of a teacher crisis real or just hysterics? There’s a diversity of opinion on this issue, even among education scholars who closely study teachers. Even before the pandemic, scholars have been offering evidence for and against the reality of catastrophic levels of teacher shortages. We invited three education scholars to weigh in on this question and offer their recommendations on relieving staffing pressures now and in the future. Emma García is a Senior Researcher at the Learning Policy Institute; Matthew Kraft is an Associate Professor of Education at Brown University; and Heather Schwartz is the director of the Pre-K to 12 educational systems program and a Senior Policy Researcher at the RAND Corporation.
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Read More »Schwartz: Based on district leaders’ projections, teacher shortages will be widespread, but not acute, for most districts in the 2022–2023 school year. As of March 2022, 58 percent of a nationally representative set of district leaders anticipated a “small shortage” of teachers and another 17 percent anticipated a “large shortage.” These projections suggest current teacher shortages are less acute than they were during the 2021–2022 school year, when a higher proportion of districts reported shortages. There are at least three likely reasons why. First, about three quarters of districts nationally ramped up hiring last year (with the support of federal stimulus funds) and many are still hiring to expand the number of staff they employ above pre-pandemic levels in some job categories—most commonly substitute teachers, paraprofessionals, and tutors. Second, student enrollments have declined in many districts, which can reduce the number of teachers needed. And third, there has not been a mass exodus of teachers from the profession thus far in the pandemic. There have been some modest increases in teacher turnover in some states recently, and the serious decline of teacher morale suggests that turnover could still increase. That is the national picture of teacher shortages, but the generalization has its limits because there is no unified, national teacher labor market. States’ and districts’ shortages varied substantially in 2021–2022, as Nguyen, Lam, and Bruno effectively show. Therefore, some districts—especially those in high-need settings—are likely experiencing an acute shortage this year, while others are not.
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Read More »García: Key, evidence-based actions to meaningfully and substantially strengthen the teacher workforce include: Teaching is the profession on which all other professions depend. Research-based investments in the teaching workforce not only benefit students and foster high-quality learning for all, but they benefit society as well. Kraft: We should focus on creating the teaching profession we want for our children. First, we need to pay teachers more—and 72 percent of the public agrees. In some states, wages are so low that teachers are being pushed out of the middle class. Raising wages across the board, however, won’t get more teachers in the schools and subjects where we need them most. This requires targeted salary increases for hard-to-staff settings, which will require both more progressive state funding formulas and district-union collaboration to redesign salary schedules and allow for differentiated compensation. We also need targeted efforts to build teacher supply in areas that lack a local teacher pipeline; Grow Your Own programs are one promising approach. But we cannot settle for just fully staffed schools; we need the very best educators our nation can produce. Achieving this means elevating the status of the teaching profession—a larger, generational task. More talented young graduates would choose teaching if there were a career ladder with distinguishable stages and widely recognizable promotions they could earn to serve as master educators or school-based instructional leaders. Teachers might also advance this cause by taking greater ownership over peer evaluation and review efforts to ensure the profession maintains high standards. None of this will happen overnight. But if we start aligning education policies with our values, it is all possible. Schwartz: Offering financial incentives like loan forgiveness could help to draw more candidates into the teacher preparation pipeline and thereby increase the long-term teacher labor supply. Reducing the cost of teacher preparation could also help develop a more racially diverse teacher corps, as my colleagues and I document in forthcoming work. District and state leaders should also work with preparation programs to proactively recruit prospective teachers into the job categories and specialties with the largest number of unfilled vacancies and underqualified staff. But money and recruiting aren’t enough. When we surveyed former public school teachers in December 2020 about why they left the profession, stress was the most common top reason for leaving, regardless of whether teachers left before or during the pandemic. In fact, stress was almost twice as common a reason for leaving as insufficient pay. For former teachers who remained in the education sector, more flexibility was the most common attribute that attracted them to their new jobs. District leaders should work with teachers to help design jobs that are less stressful and offer greater flexibility, which could improve retention and attract more candidates. Given how important social networks are for teachers as they find positions, improving working conditions could be a critical lever in attracting new candidates.
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