This report presents research from seven Midwestern states on teacher shortages, using data from teams of state, higher education, and teacher union officials who selected the highest priority indicators of teacher supply and demand. Researchers conducted a data gap analysis to identify data being collected nationally and statewide regarding the key indicators. Results indicate that: most Midwestern states do not have the information needed to make good policy decisions in this area; there are shortages of teachers in some but not all curriculum areas; changing demographics have increased the need for teachers of color; special education is a unique area of concern regionally and nationally; the region produces enough elementary teachers; and teacher attrition is a problem regionally. Recommendations include: leadership in state agencies and legislatures need to make data collection and analysis a priority; more effective efforts are needed to communicate teacher supply and demand situations to policymakers and the general public; and state agencies need support as they seek ways to improve information on teacher supply and demand. The four appendixes present: methodology and limitations; models for determining shortage areas; shortage areas identified by the American Association of Employment in Education and several states; and reasons for leaving. (Contains 23 references.) (SM)