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ERIC Number: ED598209
Record Type: Non-Journal
Publication Date: 2019-Apr-16
Pages: 31
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
U.S. Schools Struggle to Hire and Retain Teachers. The Second Report in "The Perfect Storm in the Teacher Labor Market" Series
Garcia, Emma; Weiss, Elaine
Economic Policy Institute
This report is the second in a series examining the magnitude of the teacher shortage and the working conditions and other factors that contribute to the shortage. The series finds that the teacher shortage is real, large and growing. When indicators of teacher quality (certification, relevant training, experience, etc.) are taken into account, the shortage is even more acute than currently estimated, with high-poverty schools suffering the most from the shortage of credentialed teachers. This report shows that schools' staffing efforts are challenged by teachers leaving the profession at high rates and by the reduced pipeline of new teachers as fewer people have entered teaching preparedness pathways in recent years. It also presents data suggesting that teachers entering the profession don't have the same qualifications their peers in years past had, due to the proliferation of nontraditional teacher preparation programs and changes in the requirements for obtaining an initial teaching certificate. Additionally, it shows that staffing trends are affecting the qualifications held by the teaching workforce overall: A lot of teachers quit teaching and some of the teachers who quit are as credentialed or more credentialed than the teachers who stay, and the share of all teachers who are inexperienced has increased over time.
Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Economic Policy Institute
Grant or Contract Numbers: N/A