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District Administration by Matt Zalaznick | The convergence of early retirements, resignations, and a decrease in new teachers entering the profession has created a shortage of well-prepared teachers in California. This teacher shortage has only been exacerbated by COVID-19 and is now more visible as schools prepare to reopen. District Administration highlights research and recommendations from this LPI report for addressing these challenges.
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EdSource by Diana Lambert | This EdSource article and related podcast highlight an LPI report written by Desiree Carver-Thomas, Melanie Leung, and Dion Burns examining the effects of COVID-19 on California's teacher workforce. “Teacher shortages were not created overnight, nor will they be solved with quick, band-aid solutions,” Carver-Thomas says.
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Despite the long-term benefits of early childhood education (ECE) and widespread public support for ECE programs, many children lack access to integrated, inclusive early learning experiences before kindergarten. To build a high-quality, equitable ECE system, federal policymakers can use the tools and resources at their disposal to support state and local efforts to meet the needs of children and families.
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A year into COVID-19, critical teacher shortages may jeopardize the safe reopening of schools. Research from interviews with California urban and rural district leaders sheds light on sustainable strategies including high-retention pathways and financial supports.
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EdSurge by Stephen Noonoo | Long Beach Unified, one of California’s largest school districts, is having issues finding qualified teachers and substitutes. This article, featuring LPI research and commentary from Desiree Carver-Thomas and Michael DiNapoli, explores teacher pipeline problems across the state of California, the impact of COVID-19, and potential solutions.
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One year into the COVID-19 pandemic, policymakers’ attention is increasingly focused on efforts to safely reopen schools for in-person instruction and address lost instructional time for students. However, critical teaching shortages, a challenge that predates the pandemic but has worsened in many districts since its emergence, may jeopardize schools’ ability to safely reopen or stay open.
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The removal of all prohibitions on the use of federal school transportation funds to support school integration signals a hopeful shift in federal support of voluntary local school desegregation efforts—and the availability of much-needed resources to support them. This is particularly significant as the country is experiencing rates of school resegregation that rival those that preceded Brown v. Board of Education.
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VPM NPR by Ian M. Stewart | Teacher shortages have been long-standing in the educator workforce. Although the exact number of teachers who have left the profession is still being calculated, significant COVID-related teacher shortages are predicted. “We've seen some early signs that pandemic teaching conditions could accelerate people leaving the profession either looking for different work or retiring early,” says LPI's Michael DiNapoli.
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Systemic challenges in New Mexico mean that a large number of students do not have access to a high quality education that prepares them for college and career—a situation made worse by the COVID-19 pandemic. Among the evidence-based ways that New Mexico policymakers can address educational challenges is through career and technical education pathways, which foster a range of positive outcomes for students.
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How can districts reopen schools safely and reduce the risk of COVID-19 transmission in schools? Marin County, CA, offers one example of a thoughtful approach to school reopening that draws on public health research and partnerships. Using multilayered mitigation strategies and collaborating with the county offices of education and health, Marin safely reopened more than 85% of its schools for in-person learning.
