ERIC Number: ED204339
Record Type: RIE
Publication Date: 1981-Jun
Reference Count: 0
Teacher Supply and Demand in Public Schools, 1980-81.
Constant, Anne P., Ed.; And Others
The following information is provided in this monograph: (1) the number of graduates completing teacher preparation programs in 1980 and a comparison of figures for the seven previous years; (2) the number of teachers needed to raise the quality of public school programs and staffing to minimum levels; (3) the number of prospective teachers graduating in 1980 seeking teaching positions and the number of teaching positions actually open to them; (4) the percentage of teachers employed in the fall following graduation in 1979 and a comparison with previous years; (5) teaching assignments in which the supply is least adequate and assignments in which supply is most adequate; (6) factors causing shortages in assignments having the least adequate supply; and (7) projections on job openings for elementary teachers. Discussions on these topics include an analysis of the current situation and consideration of future conditions. Tables give figures on supply and demand for beginning teachers by school level and assignments, demand for new teachers by school level and assignments, demand for new teachers based on quality criteria, supply and demand for teachers in fall 1980, and trends in teacher supply and demand. (JD)
Descriptors: Beginning Teachers, Elementary Secondary Education, Faculty Mobility, Futures (of Society), Population Trends, Public Schools, Reduction in Force, Reentry Workers, Retrenchment, Teacher Employment, Teacher Salaries, Teacher Supply and Demand, Trend Analysis
This publication is available in combination with "Population Trends and Their Implications for Association Planning, 1981" (SP 018 668) through NEA Distribution Center, The Academic Building, Saw Mill Road, West Haven, CT 06516 (NEA members: Stock No. 3088-5-00, $4.75; Nonmembers: Stock No. 3088-5-10, $10.00).
Publication Type: Reports - Research; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.